Bahasa Inggris BS KLS X

KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI
BADAN STANDAR, KURIKULUM, DAN ASESMEN PENDIDIKAN

PUSAT PERBUKUAN
BAHASA INGGRIS
Work in Progress
Budi Hermawan, Dwi Haryanti, dan Nining Suryaningsih
2022
SMA/SMK/MA KELAS X
Hak Cipta pada Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi
Republik Indonesia
Dilindungi Undang-Undang
Disclaimer: Buku ini disiapkan oleh Pemerintah dalam rangka pemenuhan kebutuhan buku
pendidikan yang bermutu, murah, dan merata sesuai dengan amanat dalam UU No. 3 Tahun
2017. Buku ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian
Pendidikan, Kebudayaan, Riset, dan Teknologi. Buku ini merupakan dokumen hidup yang
senantiasa diperbaiki, diperbarui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan
perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis atau
melalui alamat surel buku@kemdikbud.go.id diharapkan dapat meningkatkan kualitas buku ini.
Bahasa Inggris: Work in Progress untuk SMA/SMK/MA Kelas X
Penulis
Budi Hermawan
Dwi Haryanti
Nining Suryaningsih
Penelaah
Windy Hastasasi
Puti Almirsha Hamid
Penyelia/Penyelaras
Supriyatno
Lenny Puspita Ekawaty
Nening Daryati
Kontributor
Yunita Bone
Eti Mulyawati
Ilustrator
M Rizal Abdi
Nurman
Editor
MA. Czarina Gemzon Espiritu
Desainer
Imee Amiatun
Penerbit
Pusat Perbukuan
Badan Standar, Kurikulum, dan Asesmen Pendidikan
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi
Kompleks Kemdikbudristek Jalan RS. Fatmawati, Cipete, Jakarta Selatan
https://buku.kemdikbud.go.id
Cetakan Pertama, 2022

ISBN 978-602-244-896-9 (no.jil.lengkap)
ISBN 978-602-244-897-6 (jil.1)
Isi buku ini menggunakan huruf Noto Serif 12/18pt., Steve Matteson
xviii, 182 hlm.: 17,6 × 25 cm.
Kata Pengantar
Pusat Perbukuan; Badan Standar, Kurikulum, dan Asesmen

Pendidikan; Kementerian Pendidikan, Kebudayaan, Riset, dan
Teknologi memiliki tugas dan fungsi mengembangkan buku
pendidikan pada satuan Pendidikan Anak Usia Dini, Pendidikan
Dasar, dan Pendidikan Menengah. Buku yang dikembangkan
saat ini mengacu pada Kurikulum Merdeka, dimana kurikulum
ini memberikan keleluasaan bagi satuan/program pendidikan
dalam mengembangkan potensi dan karakteristik yang dimiliki
oleh peserta didik. Pemerintah dalam hal ini Pusat Perbukuan
mendukung implementasi Kurikulum Merdeka di satuan
pendidikan Pendidikan Anak Usia Dini, Pendidikan Dasar, dan
Pendidikan Menengah dengan mengembangkan Buku Teks Utama.
Buku teks utama merupakan salah satu sumber belajar
utama untuk digunakan pada satuan pendidikan. Adapun acuan
penyusunan buku teks utama adalah Pedoman Penerapan
Kurikulum dalam rangka Pemulihan Pembelajaran yang
ditetapkan melalui Keputusan Menteri Pendidikan, Kebudayaan,
Riset, dan Teknologi Nomor 56/M/2022 Tanggal 10 Februari 2022,
serta Capaian Pembelajaran pada Pendidikan Anak Usia Dini,
Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah
pada Kurikulum Merdeka yang ditetapkan melalui Keputusan
Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan
Nomor 008/H/KR/2022 Tanggal 15 Februari 2022. Sajian buku
dirancang dalam bentuk berbagai aktivitas pembelajaran
untuk mencapai kompetensi dalam Capaian Pembelajaran
tersebut. Buku ini digunakan pada satuan pendidikan pelaksana
implementasi Kurikulum Merdeka.
iii
Sebagai dokumen hidup, buku ini tentu dapat diperbaiki dan
disesuaikan dengan kebutuhan serta perkembangan keilmuan
dan teknologi. Oleh karena itu, saran dan masukan dari para
guru, peserta didik, orang tua, dan masyarakat sangat dibutuhkan
untuk pengembangan buku ini di masa yang akan datang. Pada
kesempatan ini, Pusat Perbukuan menyampaikan terima kasih
kepada semua pihak yang telah terlibat dalam penyusunan buku
ini, mulai dari penulis, penelaah, editor, ilustrator, desainer, dan
kontributor terkait lainnya. Semoga buku ini dapat bermanfaat
khususnya bagi peserta didik dan guru dalam meningkatkan
mutu pembelajaran.
Jakarta, Juni 2022

Kepala Pusat,
Supriyatno
NIP 19680405 198812 1 001
iv
Preface
The COVID-19 pandemic has signiicantly changed almost all

aspects of life, including education in general and teaching
English in particular. Classes have disruptively been made to
move from school rooms to virtual spaces within apps such as
Zoom and Google Meet. The disruptive shift in the learning space
has brought with it the demand to adapt what we teach and
how to teach it. In addition to face the challenges caused by the
pandemic, English education and teaching has also been faced
with the challenge of equipping students with the knowledge
and ability to access, use and interpret texts that use different
modes to convey messages. This ability, multimodal literacy,
is the literacy that is believed to be of the important features of
this century. Multimodal literacy is the literacy our students need
to be exposed to and master to participate and contribute to their
surroundings.
Responding to this challenge, the Ministry of Education, Culture,
Research, and Technology of the Republic of Indonesia, designed
and implemented the Kurikulum Merdeka. Part of implementing
the curriculum is the provision of learning resources in the
form of textbooks that support the achievement of curriculum
goals through teaching materials and learning activities that are
not only interesting and fun but also equip students with the
knowledge and abilities needed today.
This English textbook has been designed to help you learn the
English you need at present. The materials have been designed to
facilitate you to be able to learn, use and produce multimodal texts
v
in both written and spoken form. The preparation and selection
of the materials have been based on the learning objective set in
accordance with the Curriculum.
We hope you will ind this book functional and helpful for you
to be able to appropriately use English to achieve your communi
cative goals.
Bandung, 10 March 2022
Writers
vi
Table of Content
Kata Pengantar .................................................................................. iii

Preface ................................................................................................. v
Table of Content ................................................................................ vii
List of Picture ..................................................................................... ix
Scope and Sequence ........................................................................ xii
Inside the Book .................................................................................. xv
Semester 1 Theme: Sports

Chapter 1 Great Athletes .................................................... 3
Instructional Objectives .............................................. 4
Questions to Think About ........................................... 5
Chapter Review.............................................................. 20
Relection......................................................................... 21
Assessment...................................................................... 22
Enrichment ..................................................................... 27
Chapter 2 Sports Events ..................................................... 29
Chapter Review.............................................................. 44
Relection......................................................................... 45
Assessment...................................................................... 46
Enrichment ..................................................................... 50
Chapter 3 Sports and Health .............................................. 53
Chapter Review.............................................................. 71
vii
Relection......................................................................... 72
Assessment...................................................................... 73
Enrichment ..................................................................... 77
Chapter 4 Healthy Foods .................................................... 79
Chapter Review.............................................................. 92
Relection......................................................................... 93
Assessment...................................................................... 94
Enrichment ..................................................................... 96
Semester 2 Theme: Art

Chapter 5 Graiti ................................................................ 103
Chapter Review.............................................................. 121
Relection......................................................................... 122
Assessment...................................................................... 123
Enrichment ..................................................................... 126
Chapter 6 Fractured Stories ............................................... 129
Chapter Review.............................................................. 146
Relection......................................................................... 148
Enrichment ..................................................................... 153
Glossary ............................................................................................... 156
References........................................................................................... 161
Index .................................................................................................... 165
Proil Pelaku Perbukuan ................................................................. 169
viii
List of Picture
Picture 1.1 Silhouette of a basketball player ............................. 5

Picture 1.2 Anthony Sinisuka Ginting ......................................... 5
Picture 1.3 Aries Susanti Rahayu .................................................. 5
Picture 1.4 Windy Cantika Aisah .................................................. 6
Picture 1.5 Boaz Solossa .................................................................. 6
Picture 1.6 Cristiano Ronaldo ........................................................ 9
Picture 1.7 CR 7 is showing his skill. ............................................ 11
Picture 1.8 Mind map of the traits of a great athlete............... 22
Picture 1.9 Greysia Polii, one of the Indonesian great athlete. 23
Picture 1.10 Leani Oktila Ratri, one of the paralympic heroes. 27
Picture 2.1 Watching live sports event........................................ 31
Picture 2.2 Watching sports event at home ............................... 31
Picture 2.3 Five senses ..................................................................... 34
Picture 2.4 Pencak silat.................................................................... 38
Picture 2.5 Rowing ............................................................................ 38
Picture 2.6 Volleyball ....................................................................... 38
Picture 2.7 Wall climbing................................................................ 38
Picture 2.8 Swimming ...................................................................... 38
Picture 2.9 Running race ................................................................. 38
Picture 2.10 High jump .................................................................... 39
Picture 2.11 Suring .......................................................................... 39
Picture 2.12 Basketball .................................................................... 39
Picture 2.13 Badminton ................................................................... 39
Picture 2.14 Hockey .......................................................................... 39
ix
Picture 2.15 Cycling .......................................................................... 39
Picture 2.16 Five senses ................................................................... 39
Picture 2.17 Paralympic games ..................................................... 51
Picture 3.1 Slouching on the couch .............................................. 55
Picture 3.2 Doing exercises............................................................. 55
Picture 3.3 Working in front of computers ................................ 55
Picture 3.4 Eating healthy food ..................................................... 55
Picture 3.5 Playing games ............................................................... 56
Picture 3.6 Eating junk food ........................................................... 56
Picture 3.7 Brushing her teeth ....................................................... 56
Picture 3.8 Eating junk food ........................................................... 56
Picture 3.9 Eating healthy food ..................................................... 57
Picture 3.10 Sleeping ........................................................................ 57
Picture 3.11 Weighing his/her body ............................................. 57
Picture 3.12 Relaxing........................................................................ 57
Picture 3.13 Doing exercises .......................................................... 57
Picture 3.14 Listening to music ..................................................... 57
Picture 3.15 Tips for taking care of mental health................... 62
Picture 3.16 Seven healthy habit for weight loss ..................... 63
Picture 3.17 Selfcare Bingo............................................................ 65
Picture 3.18 Board of spinning game........................................... 67
Picture 3.19 A Screenshot of a twit............................................... 68
Picture 3.20 A Screenshot of a twit............................................... 68
Picture 4.1 Aceh Noodles................................................................. 81
Picture 4.2 Crispy Deepfried Prawn Ulakan ............................. 81
Picture 4.3 Es Pisang Ijo................................................................... 81
Picture 4.4 Cendol.............................................................................. 81
Picture 4.5 Gado-Gado...................................................................... 82
x
Picture 4.6 Tinutuan ......................................................................... 82
Picture 4.7 Rujak................................................................................ 82
Picture 4.8 Pempek ............................................................................ 82
Picture 4.9 Choosing one of two options..................................... 88
Picture 4.10 Gallery walk ................................................................ 100
Picture 5.1 Graiti 1 ......................................................................... 106
Picture 5.2 Graiti 2 ......................................................................... 106
Picture 5.3 Graiti 3 ......................................................................... 106
Picture 5.4 Graiti 4 ......................................................................... 106
Picture 5.5 Graiti 5 ......................................................................... 107
Picture 5.6 Graiti is art. ................................................................. 109
Picture 5.7 Graiti is always vandalism. .................................... 111
Picture 5.8 Board game ................................................................... 115
Picture 5.9 Social media status ...................................................... 116
Picture 5.10 Social media status .................................................... 117
Picture 5.11 Writing organizer ...................................................... 119
Picture 5.12 Gritty Graiti Indonesia .......................................... 126
Picture 6.1 Hare race........................................................................ 131
Picture 6.2 Malin Kundang (A) ...................................................... 132
Picture 6.3 Malin Kundang (B) ...................................................... 132
Picture 6.4 Malin Kundang (C)....................................................... 132
Picture 6.5 Malin Kundang (D) ...................................................... 132
Picture 6.6 Malin Kundang (E)....................................................... 132
Picture 6.7 Malin Kundang (F) ....................................................... 132
Picture 6.8 Organization of a story............................................... 133
Picture 6.9 Red Riding Hood (Traditional version) .................. 135
Picture 6.10 Red Riding Hood (A Fractured Fairy Tale) ......... 137
xi
Scope and Sequence
xii
Semester 1
Grammar
Reading And Writing And
Theme Topic Listening Speaking Project Vocabulary And
Viewing Presenting
Structures
Sports Great Listening to Talking about Reading a text Writing A portrait Sports Present
Athletes description photographs of and inding a simple and an simple
of athletes in athletes and the general descriptive essay
a monologue sports they play and speciic text on a great of great
and in information in athlete of their athlete
conversations the text about preference
great athletes
Describing Physical Adjectives,

athletes and the description Adverbs for
sports they play describing
Sport Listening to Talking about Reading a text Writing a Sports event Events, time, Adverbs of
Events someone’s the experience and inding recount text on proposal and place time
experience of of watching a general an experience
a sports event sports event and speciic of watching a
using 5 senses information in sports event
the text about using 5 senses
experience
of watching a
sports event
Telling a sport Qualities and Past simple,

event using 5 Characteristics Past
senses progressive
Grammar
Viewing Presenting
Structures
Sports Listening to a Talking about Reading a text Writing a Poster of Health Present
and procedure on suggestions to and inding simple tips on health simple
Health how different stay healthy general how to stay campaign Imperative
activities can and speciic healthy sentence
help us stay information in
healthy the procedure
text how to stay
healthy
Giving tips to Life style present

have physical simple
and mental Imperative
health. sentence
Healthy Listening to a Talking about Reading a text Writing a ive day Nutrition, Had better,
Foods procedure of healthy and less and inding procedure text challenge Foord and modals
healthy eating healthy foods general on how to eat of healthy drink
and drinks and speciic healthily eating
information in
the procedure
text about
healthy eating
xiii
xiv
Semester 2
Grammar
Viewing Presenting
Structures
Arts Graiti Listening to Talking about Reading a text Writing an Short essay Street art Expressions
an exposition about graiti and inding expository text of public for giving
about graiti general about graiti opinion opinions
and speciic on graiti
information in based on
the expository survey
text about
graiti
Graiti Noun, verbs,

adjectives
Fractured Listening to Talking about Reading a text Writing Illustrated Stories Past tense;
Stories a fractured a fractured part and inding a simple book of Conditional
story of a story general fractured fractured Sentence
and speciic narrative text story
information in
the fractured
narrative text
Characters Adjectives;
adverbs
Inside the Book
This is a guide to what you will ind in the book. The book consists
of six chapters. Each chapter comprises things as follows:
A. Name of the chapter
The chapter is tagged Chapter

One, Chapter Two, Chapter REPUBLIK INDONESIA, 2022

Bahasa Inggris Work in Progress untuk SMA/SMK/MA Kelas X
Penulis: Budi Hermawan, Dwi Haryanti, dan Nining Suryaningsih
ISBN: Chapter
Three, Chapter Four, Chapter 1

Five, Chapter Six
Great Athletes
What makes
B. Topic of the Chapter an athlete great?
Below the name of the

chapter is the topic of chapter
which is essentially the
subtheme of the theme for
each semester. There are two
themes in the book; Sports is
the theme for semester one
or odd semester and Arts is
the theme for semester two
or even semester.
xv
C. Instructional Objectives
Instructional Objectives
These are objectives set After learning the materials in this chapter you are expected
to be able to:
for you to achieve upon 1. identify context, main ideas and detailed information
from an oral and verbal descriptive text presented in
multimodal form about great athletes.
completing the chapter. These 2. communicate simple ideas and opinions in various
discussions, collaborative activities, and presentations
orally to describe great athletes.
objectives serve as the guide 3. write a descriptive text about an athlete with an
appropriate structure of organization and linguistic
features and present it.
for you. They are adjusted to

the type of text genre taught in Do You Know?
each of the chapters. Descriptive text is a text that explains and describes a
person, place, or thing. It uses adjectives and adverbs. It
aims to describe a person, place or thing. It consists of the
identiication of a person, place or thing and their description.
4 Bahasa Inggris Work in Progress untuk SMA/SMK/MA Kelas X
Questions to Think About D. Questions to Think About

1. Who do you think is a great athlete?
2. Do you believe that sports shape your virtues? Why?
The set of questions are
Task 1
constructed to orient you
A Look and Discuss
Guess Who!
to what they will learn
in the chapter.
Picture 1.1 Silhouette of a basketball player E. Tasks

Look at the pictures below. Do you know them?
This section presents materials

and activities you need to do
Picture 1.2 Anthony Sinisuka Ginting Picture 1.3 Aries Susanti Rahayu
to achieve the instructional
Source: fauziananta/wikimedia commons/ Source: fpti/fpti.or.id (2018)
CC-BY-4.0 (2018)
Chapter 1 Great Athletes 5

objectives set. There are
seven tasks in each chapter
which organize the materials
and activities from spoken
discourse to written one.
xvi
F. Chapter Review Chapter Review
This section is aimed for you Q: What do you think are two most important traits that should
be owned by great athletes?
A:
to carry out chapter mastery Q: What are two physical descriptions that you use to describe
Cristiano Ronaldo?
checking by themselves. A:
Q: Mention two facts about Cristiano Ronaldo that you believe

make him a great athlete.
A:
Q: What are three descriptive words that you use the most
when drawing a person?
A:
Q: How did you start your descriptive paragraph? What did you
write in the introduction part of a descriptive paragraph?
A:
Q: What information did you have/put in the paragraph to

describe a person?
A:
Q: Write two sentences that you used in your paragraph when

you describe physical appearance.
G. Relection
A:

This is the section in which
you relect on what you learn
you describe personality.
A:
Comment:
from the chapter; which area of
Relection the materials you believe you
Please relect on the chapter. Write your relection in the box.
The following questions are your guide. have grasped well and that you
1. How did you feel about this chapter?
2. Name three things you learned.
3. Do you have a question about this chapter?
need to learn more and better.
Your relection may serve as an
important input for teachers on
the materials explained and how
you explained them so that you
can do it better for the beneit of
you.
xvii
H. Assessment A ssessment
Individual Project: What makes a great athlete?

This section is aimed to By the end of this project, you will be able to come up with a portrait
and an essay describing what makes a great athlete.
measure your knowledge Steps:

a. Let’s brainstorm
and skills on the materials First, you need to create a mind map to help you brainstorm
some traits required for someone to be a great athlete.
This is just an example, you can add more bubbles to
presented and discussed in complete your version of a good athlete.
For society
Regional
the chapter. The assessment National Achievement Good

Deeds
For self
International
requires you to work either Beliefs/

Values
Habits
individually or in groups to Personal

Great
Athlete
Routines
Family
design, complete and present a Social

Family
Social
Responsibilities
Support Practices
project to mark. History

Genetics/
Physicality
Picture 1.8 Mind map of the traits of a great athlete
Enrichment I. Enrichment
The Paralympic Heroes
Background This section is designed to
provide you with further
readings you can read on you
own time on the materials you
Picture 1.10 Leani Oktila Ratri, one of the
paralympic heroes.
Source: Getty Image/olympics.com (2021)
have learned in the chapter.
Leani Oktila Ratri achieved a historic Para badminton
double at Tokyo 2020 and came close to making it three
gold medals in the three competitions she played in.
She was 20 years old when the motorcycle accident
happened, her left leg ended up seven centimeters
shorter than the other and stopped playing the game
she loves. An aspiring badminton player before that
day, Ratri Oktila thought her career was over, but
encouraged by her family and inspired by watching
other Paralympians she picked up the racket again.
Source: https://olympics.com/en/news/paralympic-badminton-star-
leani-ratri-oktila-the-pride-of-indonesia
xviii
te r 1
Semes
Theme:
Sports
Semester 1
In this semester,
you will learn these topics:
s
Great Athlete
C h ap t e r 1
Ch ap t e r 2 Sports Events
C h ap t e r 3 Sports and Health
Ch ap t e r 4
Healthy Foo
ds
In each chapter there are various tasks for

you to practice. You can copy worksheets or
perform tasks on a separate sheet of paper.
You can also scan QR Code or visit the link
provided in the end of each chapter.
2
REPUBLIK INDONESIA, 2022
ISBN: 978-602-244-897-6 (jil.1) Chapter
1
Great Athletes
What makes
an athlete great?
After learning the materials in this chapter you are expected

to be able to:
1. identify context, main ideas and detailed information
from an oral and verbal descriptive text presented in
multimodal form about great athletes.
2. communicate simple ideas and opinions in various
discussions, collaborative activities, and presentations
orally to describe great athletes.
3. write a descriptive text about an athlete with an
Do You Know?
Descriptive text is a text that explains and describes a

person, place, or thing. It uses adjectives and adverbs. It
aims to describe a person, place or thing. It consists of the
identiication of a person, place or thing and their description.
4 Bahasa Inggris: Work in Progress untuk SMA/SMK/MA Kelas X

Questions to Think About
1. Who do you think is a great athlete?
2. Do you believe that sports shape your virtues? Why?
Task 1
A Look and Discuss

Guess Who!
Picture 1.1 Silhouette of a basketball player
Look at the pictures below. Do you know them?
Picture 1.2 Anthony Sinisuka Ginting Picture 1.3 Aries Susanti Rahayu
Source: fauziananta/wikimedia commons/ Source: fpti/fpti.or.id (2018)
CC-BY-4.0 (2018)

Picture 1.4 Windy Cantika Aisah Picture 1.5 Boaz Solossa
Source: NOC Indonesia/Indonesia.go.id (2020) Source: Garry Andrew Lotulung/Kompas.com,
(2018)
B Let’s Play
We are going to play a game. Here are the steps:
1. Sit in small groups.
2. One student thinks of one famous athlete.
3. The other members of the group take turns asking closed
ended questions.
4. Keep asking until someone guesses the name of the athlete
correctly.
5. Have another round with a different student thinking of a
different athlete.
C Let’s Write
As a group, write the traits of the athlete that were mentioned in
the game. Add those traits to the Vocabulary Box.
Vocabulary Box

D Discuss and Share
Some people excel at playing certain sports so that they become
great athletes. What does it take to be a great athlete? In small
groups, rank the following list based on what you think are the
most important qualities of someone who excel at sports. Share
your group’s opinion with the class.
perseverance and determination

diet
body weight and height
enjoying the competition
personality
training
good body coordination
good sportsmanship
grit
Task 2
A Listen and Check

Listen to an audio recording of a great athlete. Decide whether
these statements are true or false.
No. Statements True False

1. It is a male athlete.
2. The athlete is from Brazil.
3. The sport played is football.
4. The athlete is stylish.

B Listen and Discuss
Listen to the audio recording again and discuss the following
questions in small groups. Share your answers with the class.
1. How did the speaker start the description?
2. What are the things the speaker described?
3. How did the speaker end the description?
4. What is the main idea of the text?
C Listen and Circle

Circle the words you hear.
beardless playing brown live

sporty greatest famous pour
expense fame poor greet
olive wear bad wavy
D Let’s Practice
Sit in pairs. Your teacher will give your partner a picture of a
person. Without looking at the picture, draw in the box the person
your classmate is describing. Show the result to your classmate.
How is it?

E Use Your Words
Research about your favorite athlete. Write your description

about the athlete by completing the following sentences. You
can use the words from your Vocabulary Box in Task 1.
1. __________________ or as we usually call (him/her) as __________
is my favorite ________________.
2. He/She was born in __________________ on ___________________.
3. ___________________ has a/an ____________ body with the height
of __________________ centimeters and weight ___________
kilogram.
4. His/Her skin color is ___________ with a _____________ face and
______________ smile.
5. He/She has ___________ eyes and the color is ____________
Task 3
A Look and Discuss

Look at the following picture.
Picture 1.6 Cristiano Ronaldo

Source: Ludovic Péron/lickr/CC-BY-2.0 (2011)

Let’s learn a little bit more about him. In groups of three, discuss
and write things about Cristiano Ronaldo that you already know.
What we know about Cristiano Ronaldo:
Write things you want to know about him.
What we want to know about Cristiano Ronaldo:

B Let’s Read
Read the following text and answer the questions based on the text.
Cristiano Ronaldo
Cristiano Ronaldo has very strong determination. He used to
train very hard since his childhood. He knew that a footballer
requires good stamina because a football match requires a
player to run at least 10 kilometers in a single match. Sometimes,
he even trained himself continuously from morning until
evening. He also challenged himself by playing along with
older players.
He becomes so skillful and conident that his opponents
cannot igure out how to stop Ronaldo from making a goal.
Normal football players will use their single leg of their
dominant side body, i.e. players of righthanded or lefthanded
use their respective legs to score goals but Ronaldo can easily
use both of his legs eiciently to make goals. In addition to that,
he can use his head to score goals as well.
He is also one of the fastest football players in football
history. Ronaldo can run very fast, he can run with a speed
of 33.6 kilometers per hour.
That is why he is also known
as a rocket man. This helps
Ronaldo to do his famous
freekick. Ronaldo's freekick
speed is approximately 130
kilometers per hour.
While jumping, Ronaldo's
Picture 1.7 CR 7 is showing
G-force is ive times higher his skill.
than that of a cheetah. He can Source: Jan S0L0/Flickr/CC-BY-SA 2.0 (2010)

jump up to 78 cm in the air; this jumping height is much more
compared to any basketball player. All of these have helped
him achieve his success. In his young age, he has won many
trophies and broken records including winning the prestigious
FIFA Ballon d’Or award ive times and created a world record
by scoring the most goals in international football in September
2021. Currently his net worth is around $500 million and this
makes him one of the richest athletes.
Adopted from: https://youthmotivator4life.com/cristiano-ronaldo-biography/
1. What is the main idea of the text?

2. What makes Cristiano Ronaldo different from other players in
scoring a goal?
3. How did he get known as a rocket man?
4. How does the text organized its idea about Ronaldo?
5. “Ronaldo’s G-force is ive times higher than that of a cheetah.”
What can you infer from the sentence above?
6. What is the function of the picture in relation to the verbal text?
C Read and Discover

This time, focus on what is discussed in each paragraph. Match
the topics about Cristiano Ronaldo below with the information
from each paragraph in the text. Compare your answer with your
friends' answer. Tell each other how you ind the information in
correct paragraph.
Information Paragraph
Speed
Success
Jumps
Goal Skills
Training

Now, write the things you learned about him.
What we learned about Cristiano Ronaldo:
D Take Notes
Did you learn new words from the text? Add them to your
Vocabulary Box in Task 1.
E Let’s Dig Deeper

When you read a biography article of a famous person, you will
likely ind that the article includes pictures of the person, like
Cristiano Ronaldo’s picture that you see before you start reading.
Think about these questions and discuss them in pairs.
What do you notice irst from the picture?
What does the picture tell you?
How does the picture relate to the written text?
What happens with the message of the text if the picture is
deleted?

Task 4
A Let’s Play
Move around the class and ask questions to ind someone who ….
Your teacher will give you an example. Write the names on each
box. Ask as well the reasons using questions words ‘why/how’.
You can use the following to start off your conversation while
going around the room.
Hi/Hello!
Who is your favorite Indonesian athlete?

Why do you like him/her?
Thank you
Find someone who is a fan of …
… Mohamed Salah … Greysia Polii … Valentino Rossi
… Lalu Muhammad … Lionel Messi … LeBron James

Zohri
… Jonathan Christie … Muhammad Ali … Michael Jordan

B Share the Result
Share the indings from this activity. Which athlete is the most
popular? Which athlete is the least popular? Why is that? Explain
your answer.
Task 5
A Listen and Take Notes

Listen to the description of Cristiano Ronaldo. Which side of him
does the speaker talk about this time? Complete the text using the
words from the box.
thoughtful apologized humble
it blood type gives
generous underprivileged
He is very kind and (1) __________________________. I found on

the internet that his (2) __________________________ is probably A
negative. Sometimes he (3) __________________________ his blood to
the blood bank so that people who need the same blood type as
him will be able to use it.
It is not the only good thing that I like about him. He is very
(4) __________________ and loves to maintain his health by not
smoking. He does not like to drink alcoholic drinks and also there
is no tattoo on his body as well. He believes that a tattoo will not
be good for the blood that he donates to the blood bank.

Ronaldo is also very (5) __________________ which makes him
a philanthropist. He donates billions of dollars to the poor and
(6) __________________ people across the world.
As a sports celebrity he remains (7) __________________. Ronaldo
treats his fans in a very courteous way. Once, a person in the
audience was injured in the face by the football kicked by Ronaldo.
Right after the match, Ronaldo (8) __________________ personally
and gave him his jersey.
B Use Your Words

Go back to the athlete that you have chosen for Task 2 Activity E.
Think about the virtues or values that make him great or special.
Is he/she generous, skillful, or shows other qualities? Use the
following format to help you state the reason.
I like/admire/adore _____________________________ because

he/she _____________________________________________________.
_______________________________________ inspires me because
he/she is ___________________________________________________.
For example, he/she _______________________________________.
C Let’s Practice
Think about the athlete you choose from the previous task or other
athletes if you want. Take notes on their physical features (such as
hairstyles, height, skin tones), personalities and other information
such as where he/she is from. Take notes also on how he/she has
inspired you.

D Let’s Describe
Work in pairs. Take turns to describe the athlete to your partner
using the information from your notes. Ask your classmate
questions about the athlete.
Task 6
Think and Plan

You are going to write a description of your favorite athlete
that you have chosen in the previous tasks. Fill in the table with
information about the athlete to help you write a description of
him/her later. An example has been provided. You can add more
columns if you think it is necessary.
Name LeBron James

Nicknamed “King James”
Date of Birth December 30, 1984
Personality/Virtues/ Conident, determined

values
Name of sport Basketball
Height/Weight/Hair/Skin 193 cm/He is tall

tone 113 kg/curly/darkskinned
Achievements NBA Most Valuable Player

Award
NBA AllDefensive Team
Best NBA player ESPY Award

Task 7
A Let’s Write
Write a description of your favorite athlete based on the data in
the table above.

B Do a Peer Review
Exchange your writing draft with your classmate. Check your
classmate’s writing using the following checklist. Place a tick
mark once you have completed the checking of each aspect.
My Peer
No. Aspects Being Checked Review Review
✓ ✓
1. A title is provided.
2. The writing is organized into paragraphs

with only one topic in each paragraph.
3. The irst paragraph introduces the athlete
that is being described.
4. The rest of the paragraphs include the
following: topics on the athlete’s proile,
physical features, values, virtues and his/
her achievements.
5. Uses descriptive words, and offers vivid
adjectives to draw pictures in the reader’s
mind. The choice of words seems natural.
6. The spelling is accurate.
7. The text is between 100 to 200 words.

8. The draft has has used another mode (e.g.
pictures).
C Publish Your Writing

Make necessary changes in your writing based on the checklist.
Turn in your work for a inal review by your teacher. You can
publish your writing in the media of your choice.

Chapter Review
Q: What do you think are two most important traits that should
be owned by great athletes?
A:
Q: What are two physical descriptions that you use to describe

Cristiano Ronaldo?
A:
Q: Mention two facts about Cristiano Ronaldo that you believe

make him a great athlete.
A:
Q: What are three descriptive words that you use the most
when drawing a person?
A:
Q: How did you start your descriptive paragraph? What did you
write in the introduction part of a descriptive paragraph?
A:
Q: What information did you have/put in the paragraph to

describe a person?
A:

you describe physical appearance.
A:

you describe personality.
A:
Comment:
Relection

The following questions are your guide.
2. Name three things you learned.
3. Do you have a question about this chapter?

A ssessment
Individual Project: What makes a great athlete?

By the end of this project, you will be able to come up with a portrait
and an essay describing what makes a great athlete.
Steps:
a. Let’s brainstorm
First, you need to create a mind map to help you brainstorm
some traits required for someone to be a great athlete.
This is just an example, you can add more bubbles to
complete your version of a good athlete.
Regional For society
National Achievement For self

Good
Deeds
International
Beliefs/
Values
Habits
Great
Athlete
Personal
Routines
Family
Social Responsibilities
Social
Family
Support Practices
Genetics/
Physicality
History
Picture 1.8 Mind map of the traits of a great athlete

b. Let’s draw
Now you will draw a portrait that represents the information
from your mind map. You may use symbols, icons, or
illustrations.
If you are not comfortable with drawing your selfportrait,
you can use computers or other technology. You may want to
cut out words and images from magazines and newspapers to
make a collage.
c. Let’s write
Using your mindmap and selfportrait, write at least 100
word essay with the title: ‘What Makes Great Athletes?’
d. Let’s share
Share your project result with the class by presenting it.
Picture 1.9 Greysia Polii, one of the Indonesian great athlete.

Project Rubrics
Brainstorm Bubbles
Component
Concept Knowledge (Adjectives)
20 Identiies all the important concepts and
shows an understanding of the relationships
among them; Shows an understanding of
the topic’s concepts and principles and uses
appropriate adjectives
15 Identiies important concepts but makes
SCORE
some incorrect connections; Makes some

mistakes in using adjectives or shows a few
misunderstandings of concepts
10 Makes many incorrect connections; Makes
many mistakes in using adjectives and
shows a lack of understanding of many
concepts
5 Fails to use any appropriate concepts
or appropriate connections; Shows no
understanding of the topic’s concepts and
principles
Self-Protrait
Component
Features
20 Portrait is very carefully drawn or made
and shows all the components written in
SCORE
the brainstorm bubbles; All features show

the athlete’s “identity”; very expressive and
detailed.

15 Portrait is carefully drawn or made and
shows most of the components written
in the brainstorm bubbles; Most features
show the athlete’s “identity”; somewhat
expressive and detailed.
10 Portrait looks rushed and sloppy; a few
features show the athlete’s identity; Some
detail is missing.
5 Does not inish the selfportrait, or rushes
at the end to get it done. Much detail is
missing.
Essay
Component
Ideas and Task Understanding
10 Presents ideas in an original manner;
Writing shows a strong understanding of
SCORE
concepts and task

5 Ideas are too general; Writing shows adequate
understanding of concepts and tasks
Grammar, Spelling, and Mechanics
20 Virtually no spelling, punctuation or
grammatical errors
15 Few spelling and punctuation errors, minor
grammatical errors
SCORE
10 A number of spelling, punctuation or

grammatical errors
5 So many spelling, punctuation and
grammatical errors that it interferes with
the meaning

Speaking/ Presentation
Component
Fluency and Pronunciation
20 The student speaks clearly and articulately
with no hesitation; The student’s
pronunciation is exceptional and mirrors a
nearnative speaker.
15 The student is able to respond to the prompt
with few errors and relative ease; The
student’s pronunciation is clear, with few
SCORE
errors
10 The student demonstrates some luency
and is able to construct a simple sentence;
The student is inconsistent in their
pronunciation. Some words are pronounced
correctly, and others are not correct.
5 The student has great diiculty correctly
putting words together in a sentence; The
student struggles to pronounce words.
Component Time and Effort

10 Class time was used effectively. Much time
and effort went into the planning and
SCORE
design of the piece. Considerable progress

could be seen each day
5 Little or no effort for this project was
demonstrated.

Enrichment
The Paralympic Heroes

Background
Picture 1.10 Leani Oktila Ratri, one of the

paralympic heroes.
Source: Getty Image/olympics.com (2021)
Leani Oktila Ratri achieved a historic Para badminton

double at Tokyo 2020 and came close to making it three
gold medals in the three competitions she played in.
She was 20 years old when the motorcycle accident
happened, her left leg ended up seven centimeters
shorter than the other and stopped playing the game
she loves. An aspiring badminton player before that
day, Ratri Oktila thought her career was over, but
encouraged by her family and inspired by watching
other Paralympians she picked up the racket again.
Source: https://olympics.com/en/news/paralympic-badminton-star-
leani-ratri-oktila-the-pride-of-indonesia

What to Do
Step 1
Research and write proiles of Paralympic games heroes and
heroines who have had to overcome obstacles in their lives to
achieve sporting success. You may want to use the following
questions to guide your research and writing process?
1. What sports do they play?

2. What limitations or physical impairments do they have?
3. What had caused the impairments?
4. What obstacles do they need to overcome?
5. What achievement have they gotten so far?
6. How does their story affect you personally?
7. How can their story inspire society to change?
Step 2
Present your writing in the form of a short video. You may
use youtube shorts, tik tok, or Instagram reels to publish
your work.
Scan the following QR Code or visit the

link to download the worksheet you
need to do in each task:
https://static.buku.kemdikbud.go.id/
content/media/doc/BS-Inggris-Ch1.docx

ISBN: 978-602-244-897-6 (jil.1) Chapter
2
Sports Events
Where is the best place

for watching sports games?
After learning the materials in this chapter you are

expected to be able to:
from an oral and verbal recount text presented in
multimodal form about sports event.
discussions, collaborative activities and presentations
orally to tell about a sports event.
3. write a recount text about a sports event with an
Do You Know?
Personal recount text is one type of recount text in addition

to factual, autobiographical, biographical, literary, and
historical recount. It retells the writer’s past experiences with
the aim to either inform or to entertain the audience. It often
consists of orientation, series of events, and reorientation.

1. What is the effect of watching sports games on your health?
2. How can you say if someone is a loyal fan of a team or a player?
Task 1
A Look and Answer

Look at the pictures and answer the questions.
1. What do you see in

the picture? Tell the
class.
2. How can you tell if
someone is a loyal
fan of a team or a
player?
3. Which activity do you
Picture 2.1 Watching live sports event
prefer? Why?
Picture 2.2 Watching sports event

at home
Chapter 2 Sports Events 31

B Take Notes
Write the words you learn from the question and answer session
in the Vocabulary Box.
Vocabulary Box
C Discuss and Decide
How did it feel to watch a sports event? Some people enjoy

watching sports games live or through the screen. In groups of
three, rank the following list based on what you think are the most
important etiquette to be a good spectator. Explain the result to
the class.
Do not litter.
No profanity.
Stand for the National Anthem.
Congratulate the winning team.

Keep your comments positive.
Mind your manners.
Don’t let trash talk escalate.
Avoid continuous extra loud yelling.
Quiet during National Anthem.
Task 2
A Listen and Discuss
Listen to Agam talking about his experience of watching a sport event

and answer the following questions:
1. What did the speaker tell you?
2. How does he feel about watching a live football match?
3. Where did he watch the match?
4. How many people were there in the stadium?
5. "While the match was exciting nonetheless, I kept on chewing the
hotdog I bought earlier. It was a bit chewy, but it was smooth and
tasted really good." What does the word 'it' refer to?
B Listen and Find out

Listen again to the audio recording then ind out what Agam is
experiencing during the match. In small groups, ill in the following
categories of senses with appropriate words that describe Agam’s
experience of the sports event. Share your results with the class.

See Hear Smell Touch Taste
Picture 2.3 Five senses
C Let’s Practice
Sit in pairs. Your teacher will give you two pictures of sports games.
Decide in which activity they have more exciting experiences.
Explain the reasons why.
Task 3
A Read and Rearrange

Andi is writing about his experience of watching a football match.
In pairs, rearrange the paragraphs into a meaningful text. Discuss
your results with the class.
Anyway, the football match took place about 5

years ago, when two of the best football clubs of
my country played against each other in a inal
match of the national football tournament. The
two archrival teams had already clashed against

each other in the past, and their number of wins
was pretty much the same throughout the history
of their clash, especially in this tournament. So,
essentially, nobody really knew which team was
favorite to win the inal.
The game continued scoreless up until the half
time interval, but as the second half of the game
started, the intensity of the game increased. In the
meanwhile, I was getting nervous in the stadium
because my team wasn’t exactly playing up to our
expectations. In fact, my team was lucky to survive
a few scoring chances from the opponent team.
Then, suddenly, the ball was passed to the main
“striker” of my favorite team from nowhere, and a
goal was scored by my team, leaving the supporters
of my team completely ecstatic and crazy with the
feeling of a possible victory. And, in the end, we
were indeed the victorious team.
Anyway, I consider this match to be interesting
because we never know which team is going to
win. Besides, I consider this match exciting also
because it attracts supporters from all over my
country. Finally, it is also interesting because no
other sporting event makes us as emotional as this
one.
I like football, whether it is played between two
international teams or local teams, as long as the
teams give their best on the ield. The sporting
event that I would like to talk about was a national
club football tournament in my country that takes
place every year.

But when the game actually started, all the
supporters of both the teams were screaming and
encouraging their respective teams as if they were
bound to win. As a supporter, I also wanted my
team to win at all costs. Anyway, both teams were
playing very “rough and tough” football that led
to some unwanted “fouls” and some unfortunate
“istights”.
Adopted from: https://www.ielts-mentor.com/cue-card-sample/
629-describe-a-sporting-event-you-attended
Retrieved: February 7, 2022
B Guess the Meaning

Without using a dictionary, guess the meaning of these words/
phrases from the text using context clues. Share with the class
how you get to your answer.
Words/Phrases Meaning
took place
clashed
scoreless
opponent
encouraging
rough and tough
fouls

C Take Notes
Vocabulary Box.
Vocabulary Box
D Discuss and Answer

1. Are there any parts of the writer’s experience in watching the
game that are similar to yours?
2. Why do you think the writer stated that the winner was
unpredictable?
3. Could you feel the same excitement of watching the game by
just reading the text?
4. How do you think the writer’s can help you to do active
reading using your ive senses?

Task 4
Let’s Play
Sit in small groups. Your teacher will give you sensecards. Put
the cards facedown. Imagine you watch the sports game in the
picture. Take turns telling your imagined experience watching
the sports game. Use the sense card you get as a guide.
Picture 2.4 Pencak silat Picture 2.5 Rowing
Picture 2.6 Volleyball Picture 2.7 Wall climbing
Picture 2.8 Swimming Picture 2.9 Running race

Picture 2.10 High jump Picture 2.11 Suring
Picture 2.12 Basketball Picture 2.13 Badminton
Picture 2.14 Hockey Picture 2.15 Cycling
See Hear Smell Touch Taste
Picture 2.16 Five senses

Task 5
A Think and Take Notes
Think about the last sports event you watched. Write a short
note about the situation using the following questions to guide
you.
What sports event did you go to/watch?
When was it?
Where did you watch it?
Who did you watch it with?
What do you think about the spectators and the game?
B Let’s Share
Talk about your experience to your partner without looking at
your notes. When you have inished sharing your experience to
your partner, ind another partner and talk about your experience
again. Follow this until you have talked to 5 or more people in
your class. Talk about your experience again. Change your partner
again to do the same activity.
Task 6
Think and Plan

Take your notes from the previous activity. You are going to tell
the sports event by providing details about the event.

Complete the table below by answering the questions that will
help you with. Fill in the table with a sports event that will help
with your writing task later.
What sports event did

you attend?
Is it your favorite sport?
When did you watch it?
Where did you watch it?
Why did you choose to

watch it on TV/live?
Who did you watch it

with?
Why did you go with

him/her/them?
What did you see?
What happened irst,

next, then?
How did you feel about

the event?
What made you feel that

way?
What did you hear/see in

the event?

Task 7
A Let’s Write
Based on the information you have written in the table above,
write a description of the sports event you attended or watched.
Use the notes you have written to tell the event.

B Do a Peer Review
Check your own writing by ticking the list below. Then ask your
classmate to check your writing.
My Peer
No Aspects being checked
Review Review
1. A title is provided.
2. The writing is organized into paragraphs
with only one topic in each paragraph.
3. The irst paragraph introduces the
sports event that is talked about.
4. The rest of the paragraphs include the
topics on the location, companion, and
the elements of what your ive senses
can experience.
5. Uses the words that are used to talk
about events, and offers vivid adjectives
to draw pictures in the reader's mind.
The choice of words seems natural.
6. The spelling is accurate.
7. The text is between 100 to 200 words.

8. The text has used another mode (e.g.
pictures).

Make the necessary changes in your writing based on the checklist.
Turn in your work for a inal review by your teacher. You can
publish your writing in the media of your choice.
Tips: Be careful when you use social media, please remain respectful
and mindful with what you say and share.
Chapter Review
Q: What do you think is the best place to watch sports game?

Why do you think so?
A:
Q: What do you think are the four most important etiquettes

that should be owned by good spectators? Why do you think
so?
A:
Q: Mention the ive senses that you have used to tell your
experience of attending an event.
A:
Q: Give an example of a word (one word only) that you have

used to describe each sense you mentioned in the previous
question.
A:
Q: Mention two most memorable events that you have ever

attended. What makes them memorable to you?
A:
Q: What are the four words that have helped you the most
when talking about what you see?
A:

Q: What information did you prepare or have to talk about an
event?
A:
Q: Write two sentences that talk about what you feel about an
event that you attended.
A:
Q: Write two sentences that represent the event.

A:
Comment:
Relection

1. Things I learned from this chapter.
2. Things I want to learn more about.
3. Questions I have.

A ssessment
Group Project: Organizing Sports Event

By the end of this project, you will be able to come up with a
planner or proposal of a sports event. From your experience of
attending a sports event, you are now given the chance to create
your own sports event that can bring more joy to other people.
1. Let’s think
Think about the following factors before you create your
event.
a. Set speciic goals.
1. Why do you need to hold this event?
2. How many participants are required to attend the
event?
3. Do you want to attract a local or international audience?
How will you do that?
4. Which values are you promoting? Is the goal purely
sportsrelated or do you support a good cause?
5. What will the event schedule look like?
b. Choose a suitable venue.
1. Accessibility:
Does the venue have enough parking space to hold many
vehicles? Is it easily accessible by public transport?
2. Capacity:
Is there enough room to accommodate your target
attendance, including your team, the participants, and
the supporters?

3. Available equipment:
How many toilets? How many ields? How is the space
for the audience? Think of the comfort of both your
participants and supporters.
c. Think about the budget
Think about your needs and your budget resources. You
may obtain grants, inancial support from sponsors, or
income from ticket sales and other related products.
2. Let’s create
Develop your event plan by writing the event details based
on your answers in the previous activity. In this part, you are
encouraged to use different modes including text, tables and
images.
3. Let’s present
You should present the proposal as an oral presentation,
supported by charts, graphs, and other documents. Presentations
and proposals should include writing and speaking that informs
the event thoroughly.
4. Let’s assess
Evaluate classmates’ proposal. Give constructive feedback
on the effectiveness of the idea, presentation, and proposal.
Lastly, share your feelings about the level at which you would
gladly attend or be part of the event.

Grading Rubric for Event Proposal
Teamwork (25%)
Sophisticated The team worked well together to achieve

objectives. Each member contributed in a
valuable way to the project. All data sources
indicated a high level of mutual respect and
collaboration.
Competent The team worked well together most of the time,

with only a few occurrences of communication
breakdown or failure to collaborate when
appropriate. Members were mostly respectful
of each other
Needs Team did not collaborate or communicate well.

improvement Some members would work independently,
without regard to objectives or priorities. A lack
of respect and regard was frequently noted
Contribution (25%)
Sophisticated All requirements and objectives are identiied,

evaluated and completed.
Competent All requirements are identiied and evaluated

but some objectives are not completed.
Needs Many requirements and objectives are not

improvement identiied, evaluated and/or completed

Composition (25%)
Sophisticated The event proposal was well organized and

clearly written. The underlying logic was
clearly articulated and easy to follow. Words
were chosen that precisely expressed the
intended meaning and supported reader
comprehension. Diagrams/picture/graph/table
were used to clarify presentation of ideas.
Sentences were grammatical and free from
errors.
Competent The event proposal was organized and clearly

written for the most part. In some areas the
logic and/or low of ideas were diicult to
follow. Words were well chosen with some
minor expectations. Diagrams/picture/graph/
table were consistent with the text. Sentences
were mostly grammatical and/or only a few
spelling errors were present but they did not
hinder the reader.
Needs The event proposal was organized and clearly

improvement written for the most part. In some areas the
logic and/or low of ideas were diicult to
follow. Words were well chosen with some
minor expectations. Diagrams/picture/graph/
table were consistent with the text. Sentences
were mostly grammatical and/or only a few
spelling errors were present but they did not
hinder the reader

Presentation (25%)
Sophisticated The presentation was the appropriate length. It

did not seem hurried or too slow. The presenter
spoke clearly and distinctly and established
eye contact with the audience.
Competent The presentation was the appropriate length

but seemed very hurried or too slow. The
presenter spoke clearly and distinctly only
some of the time and/or established little eye
contact with the audience.
Needs The presentation was too long or too short.

improvement The presenter did not speak clearly most of the
time and established little eye contact with the
audience.
Enrichment
The Paralympics Games

Background
The Tokyo 2020 Paralympic Games were a major inter

national multisport event for athletes with disabilities
governed by the International Paralympic Committee.
The 16th Summer Paralympic Games were scheduled
to be held in Tokyo, Japan between 24 August and 5
September 2021. The event was still called Tokyo 2020
despite taking place in 2021 due to the outbreaks of the
Covid19 pandemic.
Source: https://olympics.com/en/sport-events/paralympic-games-tokyo-2020/

Picture 2.17 Paralympic games
Source: Lintao Zhang, Getty Images (2020)
What to Do
Step 1
Explore the 2020 Paralympic Games. Compare the coverage
of the Japan 2020 Paralympics with that of other Paralympic
Games, such as Rio de Janeiro in 2016, London in 2012, or
Beijing in 2008 (You need to choose one). What similarities
and differences are there in the following issues? What might
be the reasons for any differences?
1. The bids process
2. Preparations including transport, volunteers, medals,
impact of the COVID19 pandemic, torch relay.
3. The games including sports (are there any new sports),
the national teams participating, the number of athletes.

4. The medal summary
5. The events schedule (calendar)
6. The venues
7. The marketing including logo, mascot, animated shorts.
8. The broadcasting
9. The concerns and controversies
Step 2
Present your inding result in the form of a cohesive
informational graphic that effectively showcases and
highlights the data in a way that is simple and easy for your
audience to understand. You may use pictures, graphs, and
charts.


ISBN: 978-602-244-897-6 (jil.1) Chapter
Sports and Health
What does
being healthy
mean to you?
After learning the materials in this chapter you are expected

to be able to:
from an oral and verbal procedure text presented in
multimodal form about sports and health.
orally about sports and health.
3. write a procedure text about sports and health with
an appropriate structure of organization and linguistic
Do You Know?
A procedure text is a text that gives instructions for doing a

particular activity. It can also serve to explain how something
works. It aims to give instruction or to explain how something
can be done. It uses imperative and consists of goal or purpose,
may or may nor contain materials, and steps.

1. Why do you think you need to stay healthy?
2. Can you mention one creative way of staying healthy?
Task 1
A Look and Answer

Look at the pictures then answer the questions.
Picture 3.1 Slouching on the couch Picture 3.2 Doing exercises
Picture 3.3 Working in front of Picture 3.4 Eating healthy food

computers
Chapter 3 Sports and Health 55

Picture 3.5 Playing games Picture 3.6 Eating junk food
1. Which activities can make you stay healthy? Why?

2. Which activities make you happy? Why?
3. Would you rather stay healthy or be happy?
B Listen and Answer

Listen to someone sharing different ways on how to stay healthy.
Answer the following questions based on the text you listened to.
1. In what situation is the text most likely used?
2. Where would you usually ind this text?
3. Who will most likely read the text?
4. Which of the following activities are suggested?
Picture 3.7 Brushing her teeth Picture 3.8 Eating junk food

Picture 3.9 Eating healthy food Picture 3.10 Sleeping
Picture 3.11 Weighing his/her Picture 3.12 Relaxing

body
Picture 3.13 Doing exercises Picture 3.14 Listening to music

Draw the picture of the activity that you think was mentioned in
the text but not represented by the pictures shown above.

C Take a Survey
Sit in small groups. Ask your classmates in the group how many
times they do the following activities:
You can say:
How many times a week/a month do you …?
Activities Never Sometimes Often Always
exercise
eat healthy foods
check your weight
get 8 hours of
sleep
brush and loss

your teeth
wear sunscreen
when you go
outside

D Share and Compare
Compare the information. Are there any other activities that are
popular among your classmates that have not been mentioned in
the list of activities?
E Take Notes
Vocabulary Box.
Vocabulary Box
Task 2
A Listen and Answer

Listen to a conversation of two classmates talking about healthy
activities that one of them has decided to do. Answer the questions
based on the conversation.
1. Who are they?
2. What has made Rindi surprised?
3. What made Bahar see his doctor?
4. What has Bahar done to live healthier?

B Listen and Complete
Listen to the audio recording again and complete the following
information in the table. More than one answer is possible.
Bahar’s
main
problem
Doctor’s
solution
Other
health
consequences
Some forms
of lifestyle
changes

C Discuss and Share
Discuss the answer to the following questions with a partner, then
share it with the class
1. What would you do if you were in the same situation as Bahar?
2. Do you think the efforts Bahar has done will help him? Why/
Why not.
Task 3
A Read and Decide

Study the two infographics on mental and physical health below.
Picture 3.15 Tips for taking care of mental health

Picture 3.16 Seven healthy habit for weight loss
Decide if the statements are true or false according to the

infographics.
Infographic A
The following activities can maintain True False

your mental health
Engross yourself shortly with what is around

you.
Remind yourself that some things can go wrong.
Mind your bodily wellbeing.

Infographic B
The following activities can help you True False

lose weight
Miss your morning meals.
Avoid drinking water when you get up from

your sleep.
Have a big portion for your lunch.
B Let’s Complete It
Complete the following sentences with ONE word from the
infographics.
1. In order to lose weight, you need to avoid a sedentary

lifestyle and begin to …………………… around.
2. Make sure you have enough gap between your dinner
and your …………………….
3. Talking about your problem may help you with mental
health only if you …………………… the person you talk to.
4. You need to convince …………………… that despite all the
problems, by the end of the day everything is going to be
ine.
5. You need to consume …………………… the irst thing in the
morning.

C Discuss and Decide
Now discuss in your groups the answers to the following questions.
1. Which of the tips from the mental health infographic that you
have done? How was the effect?
2. Which of the tips from the mental health infographic that you
want to try? Why?
3. Have you tried any weight loss habits mentioned in the
infographic? Which one/s?
4. Do you have other tips for weight loss?
5. Why do you think people feel the need to lose weight?
Task 4
A Let’s Play
We are going to play Self-care Bingo. Selfcare means to practice
things including hygiene, nutrition, etc. to keep yourself physically
and mentally healthy. Here are the steps:
1. Have a blank bingo card. You may draw or your teacher may
provide it for you.
B I N G O
2. See the list of selfcare activities,

write the ones you like to do for
selfcare on the tiles of your bingo
card.
3. Your teacher will mention self
care activities from the list one by
one randomly.
Picture 3.17 Selfcare Bingo

4. Search and mark the activities you have written on your Bingo
card.
5. The winner is someone who can ill in a row (vertically,
horizontally, or diagonally).
6. You can yell, BINGO! Once you marked one row completely.
B Let’s Discuss
How do you think the game help you understand the importance
of selfcare to maintain your health both mentally and physically?
Task 5
A Let’s Have a Group Discussion

When you have done enough selfcare, it is believed that you will
be able to care for others. Let’s play the following game to see
how well you can help others to cope with the situation they are
faced with by giving them sound suggestions.
Steps:
1. Form small groups.
2. Take turns spinning a pen on the game board.
3. Read the situation that the pen points at.
4. Give a suggestion of what to do in that
situation.

I'm my g
wo rad
te
con an't
tra
rie
cen
Ic
da s
bo
e
ut
s
My u llie
life b
one cial
bor is so me so
ing So e on ia
m d
me
p my I ga
ee in a
n 't k en in s we
igh lot of
a
I c es op lasse t la
tely
ey ing c
rn
mo
My
p
ch
rl n
sto
o
un
ear
ng
rin
mu an't
h i
s ke
gin
fte
nc
Ic
ka
g
ep
ac
sn
Picture 3.18 Board of spinning game
B Let’s Share
Everyone needs to make time to care for their own needs daily,
so she/he has the strength and ability to care for others. From the
game you have played, talk to your classmate whether you think
you are the one who needs more advice or the one who can give
advice?

Task 6
A Read and Think

Study the following writing prompt.
Picture 3.19 A Screenshot of a twit Picture 3.20 A Screenshot

Source: Ziazivania/Twitter (2022) of a twit
Source: Zealousse/Twitter (2020)
B Draft a Text
Based on the writing prompt or health problems faced by students
in general, create your own tips on how to maintain physical or
mental health as students. Talk about what aspect of health you
would like to write about, what you will need to do to maintain
the health, the steps you will use to explain your tips, and how
you think your tips will be concluded. When you have inished
sharing with a partner, write your ideas on this organizer to help
you plan your tips.
Title
Purpose
Steps

Task 7
A Write the Text

Write a simple procedure text of how to maintain health based on
the draft you have prepared.

B Do a Review
Work in pairs to do peer review. Check your own writing by ticking
the list below. Then ask your classmate to check your writing.
My Peer
No. Aspects being checked Review Review Suggestion
✓ ✓
1. You write the text title.
2. Your purpose is writing in

clear sentences.
3. Your steps are clear and in

correct order.
4. Your sentences are complete

and easily understood.
5. The spelling and punctuation

is correct.
6. The text is between 100 to

200 words.
7. Text uses another mode

(picture).
Make the necessary changes in your writing based on your

classmates’ review and teacher’s suggestions.
You can write your text in the form of an infographic and publish
it to the media of your choice.

Chapter Review
Q: If you have to choose, do you want to stay healthy or do you

want to stay happy?
A:
Q: Mention your two favorite ways of staying healthy.

A:
Q: Why do you think listening to loud music is not good for

your health?
A:
Q: Give two examples of what your classmates always do to

stay healthy based on survey activity in Task 3 Part C.
A:
Q: How do you think your lifestyle can affect your health?

A:
Q: Why do you think people should pay attention to both mental

health and physical health?
A:
Q: What are the three parts of the procedure text?

A:

Q: Write three words that can be used to signal steps when you
give some tips to do something.
A:
Q: Write two sentences that can be used as the introduction on

how to stay healthy.
A:
Comment:
Relection

1. What stuck with you the most about tasks in this chapter?
2. What are the top three things you learned?
3. What are 5 keywords that are important about this topic?

A ssessment
Group/Individual Project: Health Campaign

By the end of this project, you will be able to come up with a poster
of a Health Campaign.
1. Think about it
a. Which aspect of health are you going to promote?
b. Who is your target audience?
c. Have you had enough sources to support your campaign
message?
2. Do the checklist
No. Criteria Yes No

1. Is your poster imaginative and interesting?
· Does it catch the audience’s intention?
· Is it creative?
· Does it show effort and care?
2. Is your poster effective at addressing the
issue of health?
· Does your poster deal with a health issue
that your audience deals with?
· Is it clear from your poster what you
want from the viewer?
· Does it have an impact on the audience?
3. Do you make good use of text, image, layout,
and font/style?
· Have you included a creative and

attentiongrabbing image?

· Does your poster’s layout clearly present
your information?
· Have you included enough text? Is it
informative?
· Have you used multiple fonts/styles to
enhance your text?
4. Is your poster free of spelling mistakes?
3. Sketch the poster

You may sketch your poster using this format or use a poster
maker application.
Image:
What image will you
use? Describe here
and explain why
you think this is a
good choice.
Font and Style:

What fonts are
you using? Why
are some words
larger than others?
Explain your
choices here.
Text:
Write (and
rewrite!) the text
you will include in
your poster here:
4. Make it public
Publish your poster to the media of your choice.

Grading Rubric for the Poster
Completion
2025 Poster is 100% complete. It is clear that the
student addressed all parts of the task very well
1419 Poster is 70% complete. The student addressed
POINTS
most parts of the task well.

813 Poster is 30% complete. The students addressed
some parts of the task.
07 No poster turned in or the poster did not address
the task.
Student Work & Creativity

2025 Student work is thorough, clear, and had no
spelling or grammatical errors.
The work is extremely neat and the layout is
well thought out. Student used different media
to portray health issue campaigns.
1419 Student shows an adequate amount of work
for the assignment with few spelling or
POINTS
grammatical errors. The work is neat and effort

was made to complete the whole assignment
but presentation could be better
813 Student shows some work, but it is inadequate.
Many spelling or grammatical errors. The work
is messy. A lack of effort is very apparent from
the inal product. Very little creativity was used
to complete the assignment.
07 Student shows no effort in his or her work or it
is incomplete.

Accuracy
2025 Poster is 100% accurate, included relevant facts
and plenty of information from the trusted
sources that addressed the intended health
campaign.
1419 Poster is 70% accurate with some relevant Facts
and plenty of information from the trusted
POINTS
sources that addressed the intended health

campaign.
813 Poster is 30% accurate with few relevant Facts
and few of information from the trusted sources
that addressed the intended health campaign.
07 There are no facts included to address the
health issue.
Format
2025 Student followed the required format as what
stated in the checklist.
1419 Student followed the required format as what
POINTS
stated in the checklist

813 Student attempted to follow the required
format but some were not meeting the task
requirement.
07 Student did not follow the poster format

Enrichment
My Daily Jurnal
Background
A study conducted in 2021 to 210 students from junior high

school, senior high school, and university levels which
were selected randomly revealed that there was a positive
and signiicant inluence of the students’ age group on
mental health and stress levels during the outbreak of
COVID19. The analysis also concluded that students in the
1215 years’ age group had the worst mental health level.
Meanwhile, students in the 2025 years’ age group are
known to have the lowest anxiety level. Overall, this study
found that Indonesian students experienced a decline
in mental health and detected an increase in anxiety
levels. The level of mental health and student anxiety has
implications for their learning at home, which can lead to
unsatisfactory learning outcomes.
Source: http://dx.doi.org/10.23887/jpi-undiksha.v10i4.30119
What to Do
Step 1 (Do this for at least a week)

1. Start a daily journal, including weekends, of your daily
life.
2. Try to use English in writing your journal.
3. Include emotions, feelings, and thoughts as well as what
events took place.

4. Make sure you keep your journal private and locked away,
or if you use an online journal, keep a secret password.
Step 2 (Discuss this questions after a week of journal
writing)
1. Why do you think keeping a stress journal can help you
reduce stress?
2. How would you compare and contrast keeping a journal
versus talking to someone about your problems?
3. Which part of journal writing can help you the most with
your mental health?
4. How can writing a journal in English make you more/less
stressful?


ISBN: 978-602-244-897-6 (jil.1) Chapter
4
Healthy Foods
What kind of food

do you consume
regularly?

from an oral and verbal procedure text presented in
multimodal form about healthy foods.
orally about healthy foods.
3. write a procedure text about healthy foods with an
Do You Know?
A procedure text is a text that gives instructions for doing a

particular activity. It can also serve to explain how something
works. It aims to give instruction or to explain how something
can be done. It uses imperative and consists of goal or purpose,
may or may nor contain materials, and steps.

1. What kind of food do you consume regularly? Why did you
choose it?
2. How do you choose the food you are consuming?
3. How does the food you consume impact your health?
Task 1
A Look and Share

Loot at the pictures. Discuss which are healthy and less healthy
foods and drinks.
Picture 4.1 Aceh Noodles Picture 4.2 Crispy Deepfried

Source: Yasmina Haryono/Wikimedia Prawn Ulakan
commons/CC BY-SA 2.0 (2010) Source: SpartacksCompatriot/Wikimedia
commons/CC BY-SA 3.0 (2013)
Picture 4.3 Es Pisang Ijo Picture 4.4 Cendol

Source: Andreanrama/Wikimedia Source: Gunawan Kartapranata/Wikimedia
commons/CC-BY-SA (2020) commons/CC-BY-SA4.0 (2018)
Chapter 4 Healthy Foods 81

Picture 4.5 Gado-Gado Picture 4.6 Tinutuan
Source: Piknikdong/Wikimedia commons/ Source: User: (WT-shared) Jpatokal at wts
CC BY 4.0 (2021) wikivoyage/Wikimedia commons/CC BY-SA
3.0 (2006)
Picture 4.7 Rujak Picture 4.8 Pempek

Source: shan5/pixabay/CC BY-SA 4.0 (2020) Source: andryhariana/Pixabay/CC BY-SA 4.0
(2021)
B Listen and Answer

Listen to the dialogue and answer the questions based on the
dialogue below.
1. What are the speakers talking about?
2. How does Samsidar feel about Niken knowing the right food
to eat?
3. What will Samsidar most likely do?
4. What does Niken suggest Samsidar should do?
5. Why should caffeine be avoided?

C Take Notes
Write important words and expressions you have listened to from
the dialogue in your Vocabulary Box.
Vocabulary Box
Task 2
Listen and Find out

Listen to the recording again. Match the statements with the parts
of the text.
Parts of Text
Expressions Series of
Closing Goal Opening
Suggestions
1. Always eat the right
foods so you can
stay healthy.
2. First, take medicine
for your stomach
ache.

3. Hi, Sidar. How are
you?
4. One last thing,
don’t eat too much
spicy foods like
that cireng with hot
sauce.
5. Okay, see you then.
6. Then after it gets
better you need to
mind what you eat.
Task 3
A Let’s Read
Simple Tips for Healthy Eating
All of us know about the beneits of eating healthier. Proper
nutrition helps us prevent cancer, heart disease, and other
serious ailments. It allows us to lose weight and keep the pounds
off. Eating healthier also helps to enhance our mood substantially
and increases our chances of living longer and enjoying well
being while we are alive. I wanted to simplify the rules for eating
healthier and make it simple for those who are interested in
improving the way they eat. So what are these tips?
1. Eat Real Food, Not Processed Food

It is best to eat foods in their natural state. Forget foods that
are processed in a factory. Some examples of processed foods
are convenience snack (potato chips, baked crisps, etc.), white

bread (bread is not supposed to be white in color), cereals,
canned vegetables, canned meats, canned fruit, granola bars,
candy bars, white sugar, bleached lour, beef jerky, soda,
sports drinks, margarine (it is hydrogenated in a factory),
packaged cookies, frozen dinners, processed meats like hot
dogs, canned soups, fruit juices, ketchup, etc. Processed foods
have been greatly modiied and contain a lot of ingredients
that do not exist in the food naturally.
2. Eat a Variety of Different Foods

Each type of food ingredient that exists in nature has its
nutritional makeup. When we eat different types of foods, we
are more likely to get all the nutrients we need in order to be
healthy.
3. Cook More Than Eating Out

One of the best ways to eat healthier is to cook your own food.
Besides saving a lot of money, you will also be able to control
what goes into your food. You will not be using chemicals and
other unhealthy additives.
4. Stop Eating Before You are Full

Instead of eating until you are completely full, stop eating
before you feel completely satiated. It is OK (and healthy) to
stop eating while you still have some room in your stomach.
And do not forget, it takes a while for your stomach to send the
message to your brain that you are full and have had enough
to eat.
5. Eat at The Dining Table, Not in Your Car or at Your Desk

Always try to eat at a proper dining table. Never eat in your
car or at your desk. When you make a point to sit down at
a table and focus on your meal, you will be less likely to

eat unconsciously. And food that is served to you through
a window is almost never healthy. Following this rule also
reduces the chances of eating when you are bored.
6. Drink Water and Forget Everything Else

Water is the healthiest drink on the planet, period. Sodas,
energy, and lavored drinks are the most unhealthy and they
should be avoided at all costs. If you want to have a lavored
drink, make lemonade using fresh lemons, or drink tea, or
water lavored with fresh fruit and vegetables.
So there you have it: you can eat much healthier simply by
following the 6 tips listed above.
Adapted from: http://www.skilledatlife.com/16-simple-rules-for-healthy-eating/
Retrieved: 12 February 2022
B Let’s Match
Look at the following statements (Questions 15) and the list of
tips. Match each statement with the correct tips, AF based on the
reading text.
1. It takes time for the brain to get the information that you have
eaten enough. (.....)
2. You need to focus and ind a proper place to eat. (.....)
3. Cook your own meal for healthier and cheaper options. (.....)
4. Food is best when they are not overprocessed. (.....)
5. More variation means more nutrients in your food. (.....)
Tips of Healthy Eating

A. Eat real food, not processed food.
B. Eat a variety of different foods.
C. Cook more than eating out.

D. Stop eating before you are full.
E. Eat at the dining table, not in your car or at your desk.
F. Drink water and forget everything else.
C Let’s Answer
Answer the questions based on the information you get from the
text.
1. Who will ind the information in the text useful?
2. In what kind of reading section will you likely ind this type of
text?
3. In Rule number 5, “Eat at the Dining Table, Not in Your Car or
at Your Desk,” the word ‘this’ in the sentence ‘Following this
rule also reduces the chances of eating when you are bored,’
refers to ....
4. “Stop Eating Before You Are Full,” the word ‘satiated’ in the
sentence ‘...stop eating before you feel completely satiated,’
can be best replaced by what word?
5. Which tip/s that is easiest for you to follow? Why?
Task 4
A Let’s Play
We are going to play THIS OR THAT. You need to choose between
two options. Ask around the questions related to food preference.
You may add more choices to the list.

Picture 4.9 Choosing one of two options
This That
Homemade food Take away food
Local food International food
Rice Noodle
Mineral Water Soft drink
Fried food Steamed food
Fruit Vegetable
Milk Juice
B Let’s Share
After you have made note of the result of the interview, share it
with your classmates.

Task 5
Let’s Talk About it

Here are the Dos and Don’ts to healthy eating. Talk with a partner
about the activities you do for your own healthy eating habit
based on the information on the table.
Dos Don’ts
Drink plenty of water Eat after 7 P.M.
Watch your portion sizes Skip meals
Make healthy foods choice Forbid yourself a particular

foods
Only eat in certain settings Eat while you watch TV

(kitchen table)
Eat homecooked meals Eat sugary snacks
Eat slowly Be a picky eater
Task 6
Draft a Text
Complete the table below to make a draft of procedure text about
how to eat healthily to maintain your health. You can use the
ideas you shared in the previous task.

Title
Purpose
Steps 1.
2.
3.
4.
5.
(continue adding more steps as you need)
Task 7
A Write and Check

Write a simple procedure text on how to eat healthily to maintain
your health based on the draft you have prepared.

B Do a Review
Work in pairs to do peer review. Check your own writing by ticking
the list below. Then ask your classmate to check your writing.
My Peer
No. Aspects being checked Review Review Suggestion/s
✓ ✓
1. You write the text title.
2. Your purpose is writing

in clear sentences.
3. Your steps are clear and

in correct order.
4. Your sentences are

complete and easily
understood.
5. The spelling and

punctuation is correct.
6. The text is between 100

to 200 words.
7. The text uses another

mode (picture).

classmates’ and teacher’s suggestions.
You can publish your writing in the media of your choice.

Chapter Review
Q: If you can live with only one food for the rest of your life,
what would it be? Why?
A:
Q: What comes irst when you choose to consume food, should

it be healthy or tasty? Why?
A:
Q: Mention four examples of processed food that is usually

consumed by teenagers.
A:
Q: From activity “this or that” in task 4, which food that your

classmates choose more, local food or international food?
Why?
A:
Q: Why do you think it is forbidden to eat while you watch TV?

A:
Q: Name two reasons why numbers are used in the procedure

text of giving tips?
A:

Q: State four nutritious local foods that you can eat on a daily
basis.
A:
Q: Write two sentences that can be used as a conclusion when

you write procedure text.
A:
Comment:
Relection

2. List three things that you learned
3. What did you ind the most interesting?
4. What do you want to learn more about?

A ssessment
Group Project: Healthy Eating Challenge
By the end of this project you will come up with a ive-day challenge
of healthy eating/drinking.
Suggested challenge you may want to create:
a. No sugary drink
b. Local food only for lunch
c. Homemade breakfast
d. My healthy plate
e. Nonrice carb for dinner
f. 2 liters of water a day
g. Fruit for snack
1. The planning stage

Plan your challenge by answering the following questions
● Name of the challenge
● Objective (why do you want to make this Challenge)
● Target (who should do this Challenge)
● Time (how long should the challenge be completed)
● Steps/stages of completing the challenge
Write detail instruction of how people can participate and
complete the challenge.
2. Make a challenge
Create your challenge by using the challenge creation application

or manually.

3. Buzz the challenge
You may use your social media or any platform to buzz and
publish your challenge.
4. Sense of community
Ask the people who have completed the ive-day challenge to

encourage other people to try this and share their experience
while they are doing the challenge.
Scoring Rubric
Component Description
Transformative Is the challenge bold and ambitious,

(525) and designed to signiicantly improve
quality of life for the targeted audience?
Will it result in systemic change that will
continue to beneit individuals over time?
Feasible (525) Are the steps of instruction provided in the

challenge possible to be implemented with
the proposed strategy? Does the challenge
indicate a thorough understanding of how
to successfully implement the solution
and see evidence of results within the
proposed period?
Equitable (525) Does the challenge support those who are

in need of a lifestyle change? Are issues of
health problems related to healthy eating
clearly and convincingly mitigated?

Scalable (525) Does the challenge have the potential to
be expanded, replicated, and/or adapted
to meet the growing needs of tergated
participants context and/or geographic
scope? Is the challenge creator prepared
to position their results as a model for
others working toward similar goals?
Enrichment
My Healthy Meal
Background
Adolescents (10 – 19 years old) in Indonesia consume

inadequate amounts of protein, fruits and vegetables,
and excessive amounts of Na and western fast food.
Adolescent malnutrition is a growing global concern.
Behavior acquired during adolescence often lasts into
adulthood and inluences peers. For some, health risks
such as obesity and its psychological cost may also persist
in adulthood. Adolescents’ nutritional status plays an
essential role in the health of their offspring, particularly
for girls. Thus, adolescence is a critical period to instill
positive dietary and health behaviors.
Source: https://pubmed.ncbi.nlm.nih.gov/32907682/

What to Do
Step 1 (Do this for at least a week)
Track the food you eat at home over the next day. Fill in the
following Food Daily Tracking Sheet.
Day/Date: ___________________________________
Write the food

and beverage
Breakfast Snack 1 Lunch Dinner Snack 2 Activity
you consume
today
Rice
Vegetables
Fruits
Milk or other
dairy product
Meat/beans
Soda
Water
Note: You may modify the column of food names according to

your daily diet.
Step 2
Examine your meal records with a partner and take turns
playing the role of nutritionist to give feedback. You may ask
whether you have consumed enough vegetables? Too much
sugar? What should you improve in your diet composition?

Step 3
Visit the following website to learn more about healthy meals
in Indonesia.
https://gizipedia.org/cerita-anak-gizi/yuk-makan-pakai-
panduan-isi-piringku/
Step 4
Plan your healthy meal menu for a day. Follow the success
criteria;
1. A creative title for the menu that is unique to you. Example:
Delicate Dishes
2. Include three meals, breakfast, lunch and dinner.
3. Have an "appetizing" description for every meal.
4. Each of your three meals must have at least one food from
each of the 5 main food groups; grains, meats/protein,
vegetables, fruits and milk/dairy.
5. The meal should have an image that represents it as closely
as possible.
6. Include a healthy snack with foods from at least two food
groups. You can ind these online or in many magazines
and cookbooks.
7. The design must be eyecatching and should not distract
from the information being presented.
8. Use the worksheet to brainstorm the meals you are going
to include on your menu.
Adapted from: https://mskayshealth.weebly.com/nutrition-project.html

Menu Title:
Breakfast:
Grain:
Protein/meat:
Fruit:
Vegetable:
Milk/Dairy:
Description of breakfast:
Lunch:
Grain:
Protein/meat:
Fruit:
Vegetable:
Milk/Dairy:
Description of lunch:
Dinner:
Grain:
Protein/meat:
Fruit:
Vegetable:
Milk/Dairy:
Description of Dinner:
Healthy snacks:
Recipe of healthy snack

Step 5
Present your menu in the form of a gallery and do the gallery
walk to see your classmates’ menu.
Picture 4.10 Gallery walk


s te r 2
Sem e
Theme:
Art
Semester 2
In this semester,
you will learn these topics:
Ch ap t e r 5
Graiti
s
Fractured Storie
C h ap t e r 6
In each chapter there are various tasks for

you to practice. You can copy worksheets or
perform tasks on a separate sheet of paper.
You can also scan QR Code or visit the link
provided in the end of each chapter.

ISBN: 978-602-244-897-6 (jil.1) Chapter
5
Gra ti
Have you seen
any graffiti in your
neighborhood?

from an oral and verbal expository text presented in
multimodal form about graiti.
orally about graiti.
3. write an expository text about graiti with an appropriate
structure of organization and linguistic features and
present it.
Do You Know?
Expository text is a text that conveys fact and opinion about

a topic. One form of expository text is analytical exposition.
Analytical exposition is a text that elaborates the writer’s
idea about an issue. It adopts a position with respect to the
issue that becomes the subject of the writing and provides
evidence in support of that position. It aims to persuade the
readers to adopt the position taken by the writer. It consists
of a statement of position. arguments, and reiteration or
conclusion.

1. Have you seen any graiti in your neighborhood?
2. In your own words, describe what graiti is.
Task 1
A Let’s Have a Game

We are going to play a game called “Name a Name”. Please choose
one word or expression which is related to Art. Prepare simple
information on the word/expression. Write down the word/
expression you hear in the Vocabulary Box.
Vocabulary Box
Chapter 5 Graiti 105

B Listen and Match
Write the name of the picture that the teacher will say.
Name Description Picture
One’s name as
______________
written by oneself
Picture 5.1 Graiti 1
Source: Geralt/pixabay.com (2022)
A writer’s signature
______________ with spray paint or
marker
Source: Jimmy Oisia/unsplash.com
(2022)
Drawings or
inscriptions made
on a wall or other
______________ surface

Source: Duncan Stevens/unsplah.
com (2022)
A large picture
______________ painted on the wall

Source: Dominico Loia/unsplash.
com (2022)

Name Description Picture
To write hastily or
______________
carelessly
Source: John Cameron/unsplash.com
(2022)
C Let’s Discuss
Discuss with your classmates which names of the objects in the
table you consider the name of artwork. Be prepared to justify
your opinions.
Task 2
A Listen and Write

Listen to an audio recording about graiti, then write the words
related to Art that you hear.
Words related to Art that How do you say the words in

you hear Bahasa Indonesia

B Listen and Check
Listen to an audio recording about graiti again. Decide whether
these statements are true, false or not given.
No. Statements True False Not Given
1. The irst graiti was

found in Egypt
2. A mural can be called

graiti.
3. Inexperienced graiti
artists are called
‘crews’.
4. Some graiti artists

sold their works to art
galleries and became
famous.
5. Each artist has his or

her own ‘tag’.
6. Graiti as a youth
culture began in
Europe.
7. Graiti is more
popular in Europe
than in Asia.

Task 3
A Let’s Read
Expository Text 1:
Why Should Graiti be Considered Art?
In this article, I will explain

why graiti is art, and I will
explain how graiti is essential
in our culture. There are some
reasons why graiti shows us the
potential that life has to offer.
First, graiti enables the
public to see something they
may have never seen before. It
connects them to the artist, and
the artist gets to know that their
Picture 5.6 Graiti is art.
work is loved and affects those Sumber: Darshan Patel/
who see it. They can take a simple unsplash/7pxrvUbp62A (2020)
old building or any piece of art on the side of a building and

turn it into a masterpiece by putting their mark on it. The
artists who paint graiti have made this art form what it is
today. Graiti artists can change the meaning of what they
are drawing to the public.
Second, graiti has the power to affect people positively.
The people who create it are expressing themselves. They are
expressing their artistic abilities and their voices through a
canvas. Their voices are the voices of our future. You can

tell the quality of a person’s painting by the audience that they
are drawing. People will stand and watch you paint for hours.
Many times, they will stand and look, never once moving from
their spots. People will then tell you how much they like it and
share their thoughts and opinions. The artists are no longer
making art for themselves.
The last reason why graiti is an art is because of its
uniqueness. Graiti can be made with many different materials,
but its most common form is made by applying paint to a
building’s wall. Graiti is made by someone utterly other than
the artist, which means no two pieces are the same. Graiti
is a form of expression because it gives the reader or viewer
the chance to see something different from their everyday life.
Graiti art is not meant to be understood by everyone, but
everyone is meant to be appreciated.
Thus, as part of the existing society, every person must
strive to educate themselves of the origins of graiti and how
it has evolved to this very day. A stock of knowledge doesn’t
hurt; instead, it is a door that leads to understanding and more
positivity.
Adapted from: https://theartbay.com/why-should-graiti-be-considered-art/
(Retrieved March 5, 2022)
Expository Text 2:
Graiti is Always Vandalism
Anyone who gloriies graiti needs to answer one question: If

your home were tagged during the night without your consent,
would you welcome the new addition to your décor or would
you immediately call a painter, if not the police?

First of all, graiti is something
that one celebrates, if one is
juvenile enough to do so, when
it shows up on someone else’s
property but never on one’s own.
No institution that has celebrated
graiti in recent years — like the
Museum of Contemporary Art in
Los Angeles or the Museum of the
City of New York — would allow Picture 5.7 Graiti is always
its own premises to be defaced for vandalism.
Sumber: Baptiste/
even one minute. unsplash/0otbIkKe3xw (2021)
Next, the question “When does graiti become art?” is

meaningless. Graiti is always vandalism. By deinition, it is
committed without permission on another person’s property,
in an adolescent display of entitlement. Whether particular
viewers ind any given piece of graiti artistically compelling
is irrelevant. Graiti’s most salient characteristic is that it is a
crime.
Furthermore, John Lindsay, the progressive New York
politician who served as mayor from 1966 to 1973, declared
war on graiti in 1972. He understood that graiti signaled
that informal social controls and law enforcement had broken
down in New York’s public spaces, making them vulnerable to
even greater levels of disorder and lawbreaking. A 2008 study
from the Netherlands has shown that physical disorder and
vandalism have a contagious effect, conirming the “broken
windows theory.”
In conclusion, there is nothing “progressive” about allowing
public amenities to be defaced by graffiti; anyone who can

avoid a graiti-bombed park or commercial thoroughfare will
do so, since tagging shows that an area is dominated by vandals
who may be involved in other crimes as well.
Adapted from: https://www.nytimes.com/roomfordebate/2014/07/11/
when-does-graiti-become-art/graiti-is-always-vandalism
(Retrieved March 6, 2022)
B Let’s Answer
Read the statements and decide if they are found/discussed in
either Expository Text 1 or Expository Text 2. Tick the appropriate
box.
Tick both, if the statement is found/discussed in both Expository
Text 1 or Expository Text 2.
Tick neither, if the statement is not found/discussed in both
Expository Text 1 or Expository Text 2.
Read the two texts again carefully this time, pay attention to the
details, then select the best answer.
Expository Your
Both Neither
Text 1 Text 2 Notes
Graiti is art
Graiti is always
vandalism
Graiti is celebrate
by those who are
juvenile

Graiti connects the
public and the artist
Graiti turns simple

building into a
masterpiece
Graiti has the power

to affect people
positively
Graiti is committed
without permission
on another person’s
property
No two pieces of
graiti are the same
Physical disorder and

vandalism have a
contagious effect
Everyone is meant to
be appreciated
The one who created

graiti is usually
involves in other
crimes as well

C Let’s Compare
Compare Expository Text 1 and Expository Text 2 by completing
the table.
Expository Text 1 Expository Text 2

What is
the author
claiming?
What reasons
does the
author use to
support the
claim?
What
evidence does
the author
include?
What does the

author say as
the closing?

D Let’s Discuss
Now in group, discuss how do the two expository texts structure
their ideas to achieve their goals?
Task 4
A Let’s Discuss
You are going to play a board game. Your teacher is going to tell
you how to play the game.
I think I like For me, graiti

Start graiti is vandalism
I can write
my name in
graiti style
I will get angry

when someone I believe that I have favorite
make graiti in graiti is a graiti
my property form of art artist
inish
I think graiti I have ever I want to be a

artists are created a graiti artist
talented graiti
Picture 5.8 Board game

B Let’s Share
Now share with the class interesting opinions you ind from your
classmates regarding the statements on the board game.
Task 5
A Let’s Read
Now, read the following posts written by Hanif and Soia.
Picture 5.9 Social media status

Source: Dwiharyanti/generatestatus.com (2022)

Picture 5.10 Social media status
Source: Dwiharyanti/generatestatus.com (2022)
B Let’s Discuss
1. Why do you think they write the posts?
2. Which writer do you agree with? Explain your answer. Refer
to what is written on the posts.
3. How would you feel if somebody painted graiti on your
property?
4. Who owns the graiti? If somebody paints on your property,
can you legally claim the artwork as your own?
5. In your opinion, what would the world be like without graiti?

C Let’s Make a List
People always have different opinion about something, including
Graiti. Some people think that graiti is art. Others think it is
an act of vandalism. With your classmates, list in the table below
reasons why people think graiti is art or an act of vandalism.
Graiti is Art Graiti is Vandalism

Graiti can decorate a Graiti makes an area look
community in some peoples’ run-down
eyes
Task 6
Think and Plan

Think about your position regarding graiti. Explain your stance
on graiti. Consult the list you have made in Task 5 to help
you write your idea. Write your draft in the expository writing
organizer below.

Expository Writing Organizer
Introduction
Argument 1
Argument 2
Argument 3
Conclusion
Picture 5.11 Writing organizer
Task 7
A Let’s Write

B Do a Review
Self Peer
My writing starts with an interesting statement
to attract readers’ attention.
The main issue is at the beginning of the essay
(Introduction).
There are at least 3 parts – an introduction,
argument, and conclusion.
Facts are provided to support the arguments.
Writing avoids repeating the same words over &
over.
Writing is edited for:
a. Capitalization
b. Punctuation
c. Spelling
Writing has a conclusion that wraps the passage

as a whole.
Writing consist of 200 to 250 words.
My text uses another mode (picture).
B Publish your Writing

classmate’s suggestions. Turn in your work for a inal review by
your teacher.

Chapter Review
Q: What do you think about graiti?

A:
Q: Mention four words related to graiti.

A:
Q: What are two arguments that support those who see graiti
as art?
A:
Q: Give two reasons why people believe that graiti is vandalism.

A:
Q: For and against are antonyms, give two antonyms for

“create”?
A:
Q: Write one expression to show that you agree with someone’s

opinion.
A:
Q: What are three parts of expository text?

A:

Q: Write two sentences that indicate you dislike graiti.
A:
Q: Why do you think people do graiti in public places?

A:
Comment:
Relection
My Graiti Wall
Imagine you are a graiti artist.
Your teacher will provide you with a “wall” to create your
graiti. Transfer the message of what you know about graiti
and what you have learned during this chapter to the wall.
You may write as many things as possible related to the topic,
lesson objective, and the skills you have learned as well as the
questions you have.
Scribble your words here before you transfer the theme to the
graiti wall.

A ssessment
Group Project: Public Survey

By the end of this project you will come up with a survey result of
what the public think about graiti.
Steps:
1. Planning
● Pinpoint your target demographic (the target can be your
peers, neighbors, teachers, online followers, etc.)
● Identify the number of respondents you need.
● Pick the right moment to conduct the survey
2. Creating
● Decide how will you design and create the survey
3. Conducting
● Send the survey to the targeted respondents
4. Presenting
● Present the survey result in the form of short expository
essay that talks about public opinion about graiti. Include
the survey result as the facts to support your arguments in
the essay.

Scoring Rubric for Survey
Category Poor Fair Good
Question The question The question is a The question
is openended multiple choices is a multiple
choice question
with three or
more choices
Bias The survey The survey The survey
question is question is question is
phrased with phrased with phrased without
a bias somewhat of a a bias
bias
Punctuality Does not turn Survey is turned Survey is turn
in a survey in a day late in on time
Neatness The survey is The survey is The survey is
not neat at all somewhat neat very neat
Scoring Rubric for Essay

Introduction
Does the introduction effectively begin the essay, including the
main idea and preview of the main points?
The introduction does an excellent job of presenting
Excellent the main issue and giving previews of the main
points.
The introduction simply states the topic, has a
Good preview of the main points, but does not effectively
attract readers’ attention.
Fair Introduction is functional but not exceptional.
Introduction is very weak and does not have a
Poor
preview of the main points.

Supporting Details
Does each argument supported by facts correlate to the survey
result?
Each argument is supported by facts and can tell
Excellent
more about the issue being discussed.
Each argument supports the main issue but there are
Good
no follow up about the details.
Some of the arguments support the main issue but
Fair
there are some that do not.
Arguments do not support the main issue stated in
Poor
the introduction.
Logical Order
Does the order of the supporting details make sense?
The essay is developed in a logical order appropriate
Excellent
to the writer’s purpose and readers’ needs.
Most of the essay is presented in a logical order,
Good and readers should have little trouble following the
supporting details.
The writer attempts to develop the essay in a logical
Fair order, but some of the essay may be presented in an
order readers may ind confusing.
The supporting details within the essay as a whole
Poor
are not developed in a logical order.
Conclusion
Does the conclusion restate the topic in a new way to tie the
details together?

The conclusions do an excellent job of summing up
Excellent
or restating the topic and tying the details together.
The conclusion sums up the topic, by restating it, but
Good
it does tie the details together.
There is an attempt at a conclusion, but it doesn’t
Fair
restate the topic or tie the details together.
There is no conclusion; the essay just ends without
Poor summing up or restating the topic. It doesn’t tie the
details together.
Enrichment
Responding to Graiti
Background
Picture 5.12 Gritty Graiti Indonesia

Source: gritty graiti/youtube.com (2021)
Watch the video entitled Gritty Graiti Indonesia.

https://www.youtube.com/watch?v=ALkWqOORZ48

Some Indonesians, especially the elderly, still see graiti as
vandalism but the younger generation is slowly warming
up to the idea of having art on the roadside. Indonesian
netizens have lately rallied against removal of graiti
and arrest of artists. So much so even the police tried to
win public support by holding a graiti competition and
reversing the arrests earlier this year. Indonesia is inally
seeing graiti as a rising contemporary art and Fivust is
at the forefront.
Source: https://asianews.network/gritty-graiti-in-indonesia-2/
What to Do
Step 1
Record the graiti you can ind in your neighborhood with

photographs with the following details:
1. Record general views of the area and building, as well as
details of the graiti, the surface and its condition
2. Include a scale in the photograph (for example, an object
such as a newspaper or water bottle)
3. If possible, photograph any items, such as paint canisters
or stencils, left at or near the scene by the graitist.
Step 2
Respond to the graiti you have recorded.

In pairs, and using a Plus, Minus, Interesting (PMI) strategy,
consider the question ‘Is graiti art or vandalism?’

Some words that may help you to express your response are:
beautiful, expressive, eyesore, disturbing, destructive, and
costly.
Step 3
Relate them to the value of Proil Pelajar Pancasila.
Visit this website for further explanation about the 6 values of
Proil Pelajar Pancasila.
https://cerdasberkarakter.kemdikbud.go.id/profil-pelajar-
pancasila/
Select relevant values from the six values of proil pelajar
Pancasila to support your view, or you may also add other
values that are not listed.
For example, if “kreatif” (creative) is selected as a value, then
graiti may primarily be thought of as an art, but if civic
responsibility is the main consideration, then graiti may be
thought of as an act of vandalism.


ISBN: 978-602-244-897-6 (jil.1) Chapter
6
Fractured Stories
What makes
a good
story?

from an oral and verbal narrative text presented in
multimodal form about fractured stories.
orally about fractured stories.
3. write an expository text about fractured stories with
an appropriate structure of organization and linguistic
Do You Know?
Narrative is a text that tells a story which aims to entertain

the audience. It has elements such as plot, characters, and
point of view. It consists of orientation, complication, and
resolution. It often uses past tense.

1. Have you read or heard a good story?
2. What makes a good story?
Task 1
A Let’s Ponder
Think about the questions carefully before you answer.
1. What would happen if the hare won the race?
Picture 6.1 Hare race
2. What would happen if Malin Kundang’s mother forgave him?
Chapter 6 Fractured Stories 131

B Listen and Conirm
Listen to a story from an audio recording. Put the number for
each picture based on the story you listened to.
A B
Picture 6.2 Malin Kundang (A) Picture 6.3 Malin Kundang (B)
C D
Picture 6.4 Malin Kundang (C) Picture 6.5 Malin Kundang (D)
E F
Picture 6.6 Malin Kundang (E) Picture 6.7 Malin Kundang (F)

C Listen and Take Notes
Listen to the audio recording about a story. Write some important
points like in the picture below.
Orientation
Complication ____________________
____________________ ____________________
____________________
How the story

is organized
Important
Resolution
intrinsic elements:
____________________
____________________ 1.
2.
3.
Picture 6.8 Organization of a story
D Let’s Discuss
With your classmates, discuss how the ‘alternative’ version of the
story differs from the traditional version.

Task 2
A Let’s Play
Your teacher will read part of a story. Decide what title and part
of the story is read to you.
Example:
Part of the
Listening Script Story Title Notes
story you hear
Cinderella Cinderella Complication
wants to go to
the ball, but
her stepsisters
prevent her from
going.
It’s your turn.
Story title Part of the story Your notes
B Let’s Alternate
Look at the story you heard in Task 2 Part A again. In a group of
two or three, think of an alternative ending to the story.

Task 3
A Read and Answer (Part 1)
Little Red Riding Hood

(Traditional Version)
One day, Little Red

Riding Hood’s mother
gave her a basket
with some cake inside
and told her to walk
through the forest to
the other side where
her grandmother lay
sick in bed.
“Remember not
to talk to strangers!”
Little Red Riding
Hood’s mother said.
On the way to her
grandmother’s house, Picture 6.9 Red Riding Hood
(Traditional version)
met the Big Bad Wolf.
“Where are you going little girl?” he asked with his biggest
smile.
“To my grandmother’s house on the other side of the
forest,” said Little Red Riding Hood who had forgotten what
her mother told her.

The wolf took a shortcut and ran ahead to Grandmother’s
house. When he got there, he went inside and swallowed
Grandmother whole!
Then he put on her cap and nightgown and climbed into
her bed.
When Little Red Riding Hood got there, she walked right up
to the bed. “Grandmother! What big ears you have,” she said.
“All the better to hear you with my dear,” said the wolf.
“And what big eyes you have,” she said.
“All the better to see you with my dear,” said the wolf.
“And what big teeth you have,” said Little Red Riding Hood.
“All the better to eat you with!” said the wolf and he jumped
out of bed and started chasing Little Red Riding Hood.
A man who was chopping wood in the forest heard Little
Red Riding Hood. He came inside and hit the wolf over the head
with his axe. The wolf fell to the ground, and Grandmother
popped out of his mouth. Then the woodsman, Little Red Riding
Hood, and Grandmother all had cake and tea.
Source: http://interactives.readwritethink.org/fractured-fairytale
(Retrieved: March 23 2022)
1. Why did Little Red Riding Hood walk through the forest?
2. What rule did Little Red Riding Hood break when she talked
to the wolf?
3. Why did the wolf ask Little Red Riding Hood where her
grandmother lived?
4. What might happen if the woodsman were not there?

B Read and Answer (Part 2)

(A Fractured Fairy Tale)
POV: The Wolf
So I’m packing up
my troubles in an old
kit bag in the woods
when I hear a twig
snap. I turned to see
a Little Red Hooded
Teen with a picnic
basket that said:
“Mommy’s little girl”
along with a picture
of the girl yawning.
“Hey, Lil Hood,
I like that basket.” I
rolled my eyes.
“Whateva’, I need Picture 6.10 Red Riding Hood
to text Granny that (A Fractured Fairy Tale)
you are utterly creeping me out.”

She threw a piece of gum in her mouth and stared into
my eyes while chewing. A few seconds later, she pulled out a
smartphone and pushed me out of the way. I started to follow
her.
“So, what’s in the basket?” I asked. She backed away from
me. I reached into my pocket for the Friendship Coupon I got
for my birthday. Instead I pulled out an “I will eat you” coupon
used for The Three Thousand Humongous Pigs restaurant,

which enables you to get an allyoucaneat dinner. She screamed
an earpiercing scream that made me roar and fall to the
ground and curl up.
“It’s an armadillowolf and it’s going to, like, totally attack
me!” She shrieked and ran into the woods. A troop of seven
dwarves marched out of the trees. They all turned towards me.
“We’re the Seven Levels of awesomeness,” a red shirted dwarf
said in a squeaky voice and then played a high chord on an
electric guitar. The dwarf started to explain a boring history
story. As soon as his eyes crossed, I stepped over the whole row
of dwarves in one step. I continued to look for the Girl.
“I want to be friends with you!” I yelled.
“You are, like, a liar!!!” She responded from behind an
incredibly noticeable tree trunk.
“You, like, just gave yourself away!” I replied. She ran out
from behind the tree. “I don’t have a job! So please don’t eat
me!” she yelled. What a terrible excuse.
“Yes you do! You have a delivery job!” I spat back. She groaned.
“Ugh! It’s like mom all over again!”
“Mom?” She led for the second time.
As she ran away I saw a label on her basket. It said ‘To
Grandma, 2235 NE Forest Ct.’ Hmmm …. Maybe …, just maybe,
I could be friends with Little Hood there.
I arrived at the old lady’s door when I saw my old friend,
Bobwolf, chasing three little pirates in the brig. He had
recently chased three little famous pig chefs but that’s a whole
different… uh… mall game, I think. Anyway, I knocked on the
door.
“Who is it?” a sweet voice of a grandma called.

“The uh, Crayola department?” I answered. Wow, that was
lame.
“Come in,” the grandma said. As soon as I entered,
the grandma was so scared she jumped into my mouth. I
accidentally swallowed the sweet little woman. BLECH! Was
she disgusting. At the worst time in possible times that are
worse than worst times, Little Hood showed up.
“Gra-any! I brought your cookies!” she sang. COOKIES!!! I
DESPISE cookies. I swallow an old lady to make friends with
somebody because I want to know what’s in a basket, just for
cookies! WOW, is my life messed up.
“Okay, I’ll take the cookies now my beloved Hooded Girl
-- I mean, Granddaughter,” I said in my best old lady voice. I
waited at least a minute.
“‘Kay Grandma. Now let me hand you the goodies,” she
inally said. I reached a paw out.
“Wow, Grammy, what big paws you have,” she said in a
slightly frightened tone.
“Aren’t you a bit too old to be concerned about what your
Granny looks like?” I scolded back with a hint of worry. I heard
a bubble pop.
“No and F-Y-I, I’m only, like, fourteen.” She sassed. “Wait,
humans can’t have paws! Hey, you’re the creepy armadillo
wolf who wrote a note card that said ‘I will eat you’!”
I step guiltily out of the door. “You caught me red handed,
wait no, you caught me by my hand.” I gazed at my hand. The
girl slapped it out of the way. “Enough chit-chat!” She said and
then screamed, “DOCTOR!!!” One quote unquote Seven Levels
of Awesomeness dwarf with a doctor coat appeared on the top
of my head.

“Pull out my Grandma!” the hooded girl ordered.
“Don’t do it!” I said with a creaky voice. The dwarf reached
his hand into my throat. He pulled out a frog. “Boy, you have a
frog in your throat,” he said. I didn’t speak a word.
“Cat got your tongue?” The dwarf said, and pulled out a
cat. “You’re just full of surprises aren’t you?” Finally, after tons
and tons of terrible puns in my mouth, grandma was pulled
out. Then we all lived taxfree ever after.
Source: https://www.kidpub.com/story/little-red-riding-hood-
fractured-fairy-tale-wolf-53994766
Answer the following questions.
1. Who told the story?

2. What made the girl scream an ear piercing scream?
3. How could the world ind out Grandma’s place?
4. What made the girl realize that it was not her grandma who
take the goodies?
5. What is meant by “cat got your tongue? In “Cat got your
tongue?” The dwarf said, and pulled out a cat.”
6. What would happen if the grandma did not jump into the
wolf’s mouth?
C Let’s Compare
Fill in the table below to compare the traditional story in Task A
and fractured story in Task 3 point B.
Did both stories … Yes No
Have all the same characters?
Have the same setting?

Did both stories … Yes No
Have the same beginning?
Have the same middle?
End the same way?
Have the same main characters?
Have the same problems?
D Let’s Discuss
Use the following venn diagram to decide which part of the stories
are the same or different.
Text A Text B

Task 4
A Let’s Get Together

Your teacher is going to give you a part of a story. You have to
retell the part you are given to your classmates and ind classmates
whose story parts relate to your part and make a complete whole
story.
B Talk About it
Sit with those classmates and together rearrange the story into a
complete meaningful story.
Discuss the text in terms of its structure, and intrinsic elements
such as characters, plot and setting.
1. Why do you arrange the story like that?
2. What kind of clues do you ind in each excerpt to help you
make the arrangement?
Task 5
Let’s Have a Discussion

Discuss with your group the possibilities if you make some changes
to the story. Follow the organization below.
● What if

● What is next?
● Presenting Storyboard
Task 6
A Make a Draft
Choose one short story that you know. You can browse the internet
to ind the story. Make your draft of the changes that you want to
make to the story. As a start you can make a change only to some
of the elements of the story; only the setting, only the characters,
or only the ending of the story. As you become more conident
you can write a draft that rewrites the whole story. Follow the
text organizer below.
Narrative Text Organizer
Traditional version My version (Fractured)

Title
Characters

Setting
Problems
Solution
B Put a Checklist
No. I have done the following Yes No
1. Change a word in a familiar title.

2. Insert a new character or swap characters.
3. Change an important object.
4. Change the setting.
5. Change the point of view.
6. Change the story resolution.
7. Use another mode (picture) in my text.

Task 7
A Let’s Write
Write a fractured story based on the draft in Task 6.

B Let’s Review
Do the review by putting the checklist.
No. I have done the following Yes No

1. Change a word in a familiar title.
2. Insert a new character or swap characters.
3. Change an important object.
4. Change the setting.

5. Change the point of view.
6. Change the story resolution.
7. Use another mode (picture) in my text.

classmate’s suggestions. Turn in your work for a inal review by
your teacher.
Chapter Review
Q: What is your most favorite Indonesian story? Why?

A:
Q: Mention four intrinsic elements of the story.

A:

Q: Use two words to describe the character of Little Red Riding
Hood in its traditional story?
A:
Q: In the Little Red Riding Hood, do you like the wolf in the
traditional version or in the fractured version? Why?
A:
Q: Name two reasons why you need to be familiar with the

story before you make it into a fractured version.
A:
Q: Give four things that are usually mentioned in the

introduction part of the story.
A:
Q: If you could change the story of Cinderella, name two

different settings where you would like the story to happen.
A:
Q: Why do you think creating a fractured version of a traditional

story is a good idea?
A:
Q: Write two sentences that can be the beginning of a fairy tale.

A:
Comment:

Relection
To relect on the chapter, please compare what you know to

what your classmates know. Fill in the venn diagram below
to know the similar understanding that you get about the
chapter.
Relection
What
What my
What I know we both
classmate
know
knows

A ssessment
You will plan, write, illustrate and publish your own children’s
picture books based on the writing you produce in Task 7.
Steps
1. Plan
The elements Your plan
Target audience
Book pages
Sources Logistics
Other …
2. Write
Use the template below as a guide for organizing the text of
your story.
This template is a suggestion of how the text of a 10page
children’s picture storybook could be organized. It does not
include the illustrations. You may add more pages to your
storybook.
Page 1 Page 2 to 3 Page 4 to 5

Introduce the Introduce the Actions taken
characters. main conlict. to deal with the
Establish the conlict. Resulting
setting. complication.

Page 6 to 7 Page 8 to 9 Page 10
Actions taken Climax. Resolution
to deal with the Presentation of
conlict. Resulting the correct action
complications. for solving the
conlict.
3. Illustrate
The illustration serves as a partner to the text. Don’t worry
that your artwork is not “good enough” to use as illustrations.
The illustrations should serve as visual communication of the
plot.
4. Publish
You may publish the book the way you are capable of. Here are
the tips if you want to publish the book in a hardcopy version.
Book-binding tips:
• Staple the book on the side. Then glue a strip of ribbon or
construction paper over the staples for a more aesthetically
pleasing look.
• Tape the pages together. Again, you can decorate the spine
with a ribbon or construction paper.
• Sew the book together with needle and thread. See http://
www.sff.net/people/Brook.West/bind/bindit.html for more
information.

Grading Rubric
Title
Exceeding Standard Descriptive, appropriate, interesting
Meeting Standard Provide a clue about the main

character or setting of the story
Approaching Somewhat related to the story

Standard
Below Standard Is unrelated to the story
Setting
Exceeding Standard Unusual, creative setting which

creates dramatic tension in story
Meeting Standard Setting adds interest to the story
Approaching Clear setting in a speciic time/place

Standard
Below Standard Setting is unclear or unremarkable
Sequencing
Exceeding Standard Has transition words between events
and lows from beginning to end
Meeting Standard Flows in a logical order
Approaching Events are in order but there are gaps

Standard
Below Standard Unclear because the events are not in

order

Development
Exceeding Standard Has precise language which describes
details unique to the setting and
appropriate to the resolution
Meeting Standard Has many interesting details
Approaching Has adequate details but is in a
Standard “telling” voice.
Below Standard Very brief without details
Character Development
Exceeding Standard New characters are created. Their
feelings and description are clearly
revealed.
Meeting Standard Characters are developed in a way
that are similar to the original story
but contain a few unique elements
Approaching Characters are developed using a
Standard descriptive approach only
Below Standard Characters are not suiciently
developed
Gramar and Spelling

Exceeding Standard Only a few mistakes in the story
Meeting Standard Some minor mistakes in the story
Approaching Many mistakes but it is possible to
Standard make out the plot of the story
Below Standard Hard to understand because of many
misspelled words and poor sentence
construction

Enrichment
From Story to Movie

Background
One of the most popular recent productions of modern

fractured fairy tales is Shrek, a movie about an ogre
who must rescue a princess. The foundation of the story
contains the major plot points and framework of classic
fairy tales: a distressed damsel awaits savior by a knight in
shining armor atop a white steed. In addition, the damsel
is trapped inside a tall tower protected by a dragon.
Consequently, the ogre must slay the dragon in order to
save the Princess. However, Shrek is a fractured fairy tale.
The story repeatedly diverges from the traditional fairy
tale story plot and includes a range of classic characters
who contribute to the overall story.
Source: https://www.theaterseatstore.com/blog/fractured-fairy-tales
What to Do
Step 1
Watch a movie that is produced as the fractured form of fairy

tales. Here are the recommended titles.
1. Peter Pan (2003)
2. Beauty and the beast (2017)
3. Snow white and the huntsman (2012)
4. The huntsman: Winter’s war (2016)
5. Maleicent (2014)
6. Into the woods (2014)

7. Red Riding Hood (2011)
8. Ever after: A Cinderella story (1998)
9. Cinderella (2015)
10. The little mermaid (2018)
11. Jack and the giant slayer (2013)
12. Hansel and Gretel: Which Hunters (2013)
13. Mirror Mirror (2012)
14. The Brothers Grimm (2005)
15. Alice in Wonderland (2010)
16. Pan (2015)
17. Tangled (2010)
18. Neverland (2011)
19. The Princess and the Frog (2009)
20. Cinderella (2021)
Step 2
Read the original story of the chosen movie you have watched.
You may switch the order of step 1 and step 2.
Step 3
Compare the original story to the movie by answering the

following questions.
1. What parts of the original story were left out of the movie?
2. Did the movie add anything (plot points, characters, etc.)
that were not in the original version?
3. Did you like the movie or the story version better? Why?
4. Did you imagine the characters differently when reading
the story than they were portrayed on screen?

5. Why do you think the movie producers changed the story
in the way they did?
6. In the case of a story versus its movie version, how did the
ilm change the lighting and/or setting as opposed to the
original story?
Adapted from: https://study.com/academy/lesson/comparing-
an-original-story-to-its-ilm-version.html
Step 4
Write your answers to the questions in the form of a short
essay.


link to download the audio recording:
content/media/rar/Binggris_X_1.zip

Glossary
art (n) : the expression or application of human

creative skill and imagination, typically
in a visual form such as painting or
sculpture, producing works to be
appreciated primarily for their beauty or
emotional power
artwork (n) : illustrations, photographs, or other non
textual material prepared for inclusion
in a publication:
athlete (n) : a person who is proicient in sports and
other forms of physical exercise
bingo game (n) : a game of chance played with cards that
are typically printed with ive rows of
ive squares each
blood bank (n) : a place where supplies of blood or plasma
for transfusion are stored
board game (n) : any game played on a board, especially
one that involves the movement of pieces
on the board, such as chess or checkers.
brainstorm (n) : a spontaneous group discussion to produce
ideas and ways of solving problems
checklist (n) : a list of items required, things to be done,
or points to be considered, used as a
reminder.

culture (n) : the arts and other manifestations of
human intellectual achievement regarded
collectively
descriptive text (n) : a text which says what a person or a thing
is like
diet (n) : the kinds of food that a person, animal,
or community habitually eats
expository text (n) : text that exists to provide facts in a way
that is educational
fairy tale (n) : a children’s story about magical and
imaginary beings and lands; a fairy story
istights (n) : a ight with bare ists
ive senses (n) : the faculties of sight, smell, hearing, taste,
and touch
fractured story (n) : a story which makes use of a traditional
story but restructures and reimagines,
with the aim of greater nuance and with
a contemporary sensibility in mind
graiti (n) : writing or drawings scribbled, scratched,
or sprayed illicitly on a wall or other
surface in a public place
health (n) : the state of being free from illness or
injury
healthy (adj) : in good health
infographic (n) : a visual image such as a chart or diagram
used to represent information or data
interview (n) : a meeting of people face to face, especially
for consultation.
Glossary 157
journal (n) : a daily record of news and events of a
personal nature; a diary
juvenile (adj) : of, for, or relating to young people
logical order (adj) : the organization of ideas from general
to speciic, which enhances the overall
quality of writings
masterpiece (n) : a work of outstanding artistry, skill, or
workmanship
mental health (n) : the ability to think, learn, and understand
one’s emotions and the reactions of
others
multimodal text (n) : combination of two or more communic
ation modes
nutrient (n) : a substance that provides nourishment
essential for growth and the maintenance
of life
nutritionist (n) : a person who studies or is an expert in
nutrition
olympic games (n) : a modern sports festival held traditionally
every four years in different venues,
instigated by the Frenchman Baron de
Coubertin (1863–1937) in 1896. Athletes
representing more than 200 countries
compete for gold, silver, and bronze
medals in a great variety of sports. Since
1992, the Summer Games and Winter
Games alternate every two years
paralympian (n) : a competitor in the Paralympic Games
paralympic game (n) : an international sports festival for athletes
with disabilities, now held every four

years in conjunction with the Olympic
Games
picture book (n) : a book containing many illustrations,
especially one for children
procedure text (n) : text that explains how to complete a task
or reach a goal
profanity (n) : blasphemous or obscene language
scoring rubrics (n) : descriptive scoring schemes that are
developed by teachers or other evaluators
to guide the analysis of the products or
processes of students’ efforts
sedentary (adj) : tending to spend much time seated;
somewhat inactive
spectator (n) : a person who watches at a show, game,
or other event
sport (n) : an activity involving physical exertion
and skill in which an individual or team
competes against another or others for
entertainment
sportsmanship (n) : fair and generous behavior or treatment
of others, especially in a sporting contest:
storyboard (n) : a sequence of drawings, typically with
some directions and dialogue, representing
the shots planned for a movie or television
production.
survey (n) : a research method used for collecting data
from a predeined group of respondents
to gain information and insights into
various topics of interest
Glossary 159
trait (n) : distinguishing quality or characteristic,
typically one belonging to a person
vandalism (n) : action involving deliberate destruction of
or damage to public or private property
venn diagram (n) : a diagram representing mathematical or
logical sets pictorially as circles or closed
curves within an enclosing rectangle (the
universal set), common elements of the
sets being represented by the areas of
overlap among the circles
virtue (n) : behavior showing high moral standards

References
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16.2022. https://asianews.network/gritty-graiti-in-indonesia-2/
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red-riding-hood-fractured-fairy-tale-wolf-53994766
Chamdani, Mahmudah, and Siti Fatimah. “Analyzing the Mental
Health of Students in Dealing with the Coronavirus Disease
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Donald, Heather M. “Graiti Is Always Vandalism.” Accessed March
6, 2022. https://www.nytimes.com/roomfordebate/2014/07/11/
when-does-graiti-become-art/graiti-is-always-vandalism
Emilia, E. Pendekatan Genre-Based dalam Pengajaran Bahasa
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fractured-fairy-tales
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Marris, Lucy. “IELTS Cue Card Sample 46 Describe a Sporting
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ielts-mentor.com/cue-card-sample/629-describe-a-sporting-
event-you-attended
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17,2022. https:// www.thoughtco.com/conditional-sentence-
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Reddy, Naveen. “Inspiring Biography of Cristiano Ronaldo.”
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considered-art
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mskayshealth.weebly.com/nutrition-project.html

Photo Credits
Picture 1.2, downloaded from https://commons.wikimedia.org/
wiki/File:Anthony_Sinisuka_Ginting_-_Indonesia_Masters_2018.
jpg (4 April 2022).
Picture 1.3, downloaded from https://static.fpti.or.id/img/2018/08/
aries_20-1024x594.jpg (3 April 2022).
Picture 1.4, downloaded from https://www.indonesia.go.id/
resources/album/perjuangan-atlet-indonesia-di-olimpiade-
tokyo-2020//20210724_-_NOC_-_TO2020_-_Medali_Perunggu_dari_
Windy_Cantika_Aisah_cabang_Angkat_Besi_kelas_49kg_-_7.jpg (3
April 2022).
Picture 1.5, downloaded from https://asset.kompas.com/crops/J9
KvXt4bdEFGI8wKMW48g4imlxk=/0x0:1000x667/750x500/data/
photo/2018/05/25/2864980097.jpg (3 April 2022).
Picture 1.6, downloaded from https://live.staticlickr.com/5215/54
32614970_5ac0da5091_z.jpg (3 April 2022).
Picture 1.7, downloaded from https://www.lickr.com/photos/
jansolo09/4470998715 (6 June 2022).
Picture 2.17, downloaded from https://www.paralympic.org/news/
day-7-paralympic-games-preview (10 May 2022)
wiki/File:Mie_Aceh_with_beef.jpg (1 April 2022).
wiki/File:Crispy_deep-fried_prawn_of_Ulakan.JPG (2 April 2022).
Picture 4.3, downloaded from https://upload.wikimedia.org/
wikipedia/commons/4/4e/Es_pisang_ijo.jpg (5 April 2022).
wiki/File:Jakarta_street-side_Es_Cendol_3.jpg (5 April 2022).
wiki/File:Gado_gado_jakarta.jpg (1 April 2022).
References 163
wiki/File:Food_Tinutuan.JPG (2 April 2022).
Picture 4.7, downloaded from https://pixabay.com/id/photos/rujak-
lotis-buah-buahan-solo-5093461/ (2 April 2022).
Picture 4.8, downloaded from https://pixabay.com/cs/photos/
ryb%C3%AD-pempek-takjil-6197713/ (1 April 2022).
Picture 5.1, downloaded from https://pixabay.com/id/illustrations/
tanda-tangan-tulisan-tangan-523237/ (14 March 2022).
Picture 5.2, downloaded from https://unsplash.com/photos/
CmsD8k4HfaM (14 March 2022).
Picture 5.3, downloaded from https://unsplash.com/photos/pDJKy-
5r9p0 (14 March 2022).
TPr0Z06Zz2Q (14 March 2022).
Picture 5.5, downloaded from https://unsplash.com/photos/w_
xIkr0xwLE (14 March 2022).
7pxrvUbp62A (24 April 2022).
0otbIkKe3xw (24 April 2022).
Picture 5.10, downloaded from https://www.youtube.com/watch?
v=ALkWqOORZ48 (24 April 2022).
Picture 5.12, downloaded from https://www.youtube.com/watch?
v=ALkWqOORZ48 (24 April 2022).

Index
A choice 19, 43, 70, 74, 89, 91,
accessibility 46 120, 124, 146
Andreanrama 81, 167 Cinderella 134, 147, 154
Andryhariana 82 circle 8
argument 120, 125 climax 150
art 108, 109, 110, 111, 112, compare 51, 60, 154
115, 121, 127, 128 complication 149
artwork 156 composition 97
assessment 22, 46, 73, 123, 149 consume 64, 79, 81, 92, 96, 97
athlete 22, 156 culture 157
B D
ballon d’Or 12 descriptive 19, 20, 47, 152, 159
bingo 65, 66, 156 diet 7, 97
blood bank 15 discuss 8, 9, 10, 13, 33, 65, 66,
board game 115, 116 107, 115, 117, 133, 141
box 8, 14, 15, 21, 45, 72, 93, 112 discussion 66, 156
brainstorm 22, 24, 25, 98 dominico 106
bubbles 22, 24, 25 draft 68
buzz 95 Duncan 106
C E
challenge 94, 95, 96 enrichment 27, 50, 77, 96, 153
chapter 21, 45, 72, 93, 122, 148 essay 22, 23, 120, 123, 124, 125,
character 144, 146, 147, 151 126, 155
checklist 19, 43, 73, 76, 144, events 33, 42, 44, 52, 77, 151,
146 158
165
excerpt 142 introduction 20, 72, 120, 124,
expository 118, 121, 123 125, 147
F J
fauziananta 5 Jimmy 106
features v, 16, 19, 24, 25 John 107, 111
food 84, 86, 97, 168 journal 77, 78
fouls 36 juvenile 111, 112
fractured 102, 129, 137, 143, K
161
Kartapranata 81
G Kundang 131, 132
gallery 100
L
Geralt 106
logical 125
grading 48, 75, 151
Loia 106
graiti 102, 103, 108, 109, 110,
Ludovic Péron 9, 11
111, 112, 113, 118, 122, 126,
157 M
Gunawan 81 masterpiece 109, 113
match 12, 83, 86
H
meal 85, 86, 97, 98
health 53, 73, 157, 158, 165
media 175, 182
healthy 63, 79, 84, 86, 94, 96,
99, 157 mental health 158
menu 98, 100
I
impairments 28 N
individual 159 nutrients 85, 86
infographic 65, 70 nutritional 85, 96
interview 88 nutritionist 97

O R
objective vi, 122 Ratri 27, 166
objective 94 Red Riding Hood 135, 136,
olympic 158, 159 137, 147, 154
opinion 7, 117, 121, 123 resolution 144, 146, 152
opponent 35, 36 Review 19, 20, 43, 44, 70, 71,
organizer 119, 143 91, 92, 121, 146
Ronaldo 9, 10, 11, 12, 13, 15,
P 16, 20
paralympians 27 Rubrics 24
paralympic 28, 50, 51, 158
S
peer 19, 43, 70, 91
sedentary 159
personality 7, 21
self 22, 23, 25, 65, 66
play 14, 28, 38, 65, 66, 87, 105,
115, 134 Shrek 153
plot 142, 150, 152, 153, 154 sport 159
portrait 22, 23, 25 sportsmanship 7
portrait 24, 25 statement 86, 112, 120
poster 73, 74, 75, 76 story 28, 129, 131, 132, 133,
134, 138, 140, 142, 143, 144,
present 47, 49, 74
145, 146, 147, 149, 151, 152,
procedural 69, 90
153, 154, 155, 157, 165, 166
project 22, 23, 26, 46, 48, 73,
survey 123, 124, 159
94, 98, 123
project 22, 24, 46, 73, 94, 123 T
publish 19, 28, 43, 70, 91, 95, task 5, 7, 9, 13, 14, 15, 16, 17,
120, 146, 149, 150 18, 25, 31, 33, 34, 38, 40, 42,
55, 60, 62, 65, 66, 68, 69, 71,
Q 81, 83, 84, 87, 89, 90, 105,
question 21, 32, 44, 110, 111, 107, 109, 115, 116, 118, 119,
124, 127
Index 167
131, 134, 135, 140, 142, 143, W
145, 149 watch 32, 33, 40, 41, 44, 89, 92,
topic 19, 24, 43, 72, 122, 124, 110, 126
125, 126 weight loss 65
traits 6, 20, 22 woodsman 136
U writing 19, 28, 34, 41, 43, 47,

68, 70, 77, 78, 91, 118, 120,
underprivileged 15
146, 149, 157
unsplash.com 106, 107
Y
V
Yasmina 81
value 128
young 12, 158
vandalism 111, 112, 113, 115,
121, 127, 128
venn diagram 160
vocabulary 6, 9, 13, 32, 37, 60,
83, 105

Proil Pelaku Perbukuan
Proil Penulis
Nama lengkap : Dr. Budi Hermawan, S.Pd.,

M.P.C.
Email : linguistikmakna@gmail.com
Alamat Instansi : Jalan Setiabudi No. 229
Bandung, Jawa Barat
Bidang Keahlian : Bahasa Inggris, Analisis Kritis
Wacana Multimodal
Riwayat Pekerjaan
1. Dosen Bahasa Inggris, di Jurusan Bahasa Inggris
UPI Bandung 2022 – Sekarang
2. Penerjemah (Lisan dan Tulisan) 2005 – Sekarang
3. Tutor Bahasa Inggris di Balai Bahasa UPI Bandung
2006 – Sekarang
4. Tutor Bahasa Inggris di PUSBITEK PU Bandung 2007
5. Transcriber di APPEN Chatswood, Sydney Australia 2005
Riwayat Pendidikan Tinggi dan Tahun Belajar

1. Doktor Linguistik, Universitas Indonesia 2019
2. Master of Professional Communication, University of Sydney,
Australia 2006
3. Sarjana Pendidikan Bahasa Inggris, IKIP Bandung 1999
Proil Pelaku Perbukuan 169

Judul Buku dan Tahun Terbit (10 Tahun Terakhir)
1. Analisis Wacana Multimodal untuk Pemula, 2021
2. Analisis Multimodal pada Buku Teks Sains, 2020
3. Multimodalitas dalam Pembelajaran Bahasa Inggris, 2018
Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir)

1. Abstrak Karya Tulis Ilmiah dan Terjemahannya: Analisis
Pola Wacana Dalam Upaya Peningkatan Kompetensi Bahasa
Mahasiswa UPI 2020
2. Analisa Multimodal Wacana Kritis Sains untuk Tingkat Dasar
di Indonesia 2017
3. Literasi Multimodal dalam Buku Cerita Bergambar untuk
AnakAnak di Indonesia 2014
4. Hubungan VerbalVisual dalam Buku Teks Bahasa Inggris:
Bagaimana Pesan Dikonstruksi dan Dipahami 2013

Nama Lengkap : Nining Suryaningsih, M.Pd.
Email : niningsuryaningsih1205@
gmail.com
Instansi : SMPN 2 Padalarang
Kabupaten Bandung Barat
Alamat Instansi : Jalan Letkol G. A. Manullang
Desa Jayamekar Kecamatan Padalarang
Kabupaten Bandung Barat
Bidang Keahlian : Bahasa Inggris
Riwayat Pekerjaan
1. Guru SMPN 1 Cipeundeuy Kabupaten Bandung Barat (2000
2008)
2. Guru SMPN 2 Padalarang Kabupaten Bandung Barat
(2008sekarang)
2. Penulis
3. Editor

1. Sarjana Pendidikan IKIP Bandung (19921998)
2. Magister Pendidikan Bahasa Inggris Unindra Jakarta
(20182021)

1. Merana karena Siswa (2017)
2. Tersakiti Literasi (2018)
3. Guru Unik, Ngulik (2018)
4. Rasa Spasi Cinta (2019)
5. Terjeda Segenggam Asa (2019)

6. Siloka Gumelar (2019)
7. Pelatihan Guru ya Begitu (2019)
8. Bukan di Kelas, Belajar Mengajar di Masa Covid19 (2020)
9. Tertambat Kurikulum Darurat (2020)
10. Purnama di Onkaparinga (2021)

1. The Use of Imperative Sentences and Quantiiers in Procedure
Text Found in English Textbook Entittled Scaffolding English
for Junior High School Students Grade IX (2021)

Nama Lengkap : Dwi Haryanti
Email : dwish234@gmail.com
Instansi : SMA Negeri 1 Cirebon
Alamat Instansi : Jalan Dr. Wahidin
Sudirohusodo No. 81,
Kota Cirebon
Riwayat Pekerjaan
1. Guru Bahasa Inggris SMA Negeri 1 Cirebon (2007 – Sekarang)
2. Guru Bahasa Inggris GETHouse of English (2007 – 2011)

1. S1. Pendidikan Bahasa Inggris, Universitas Pendidikan
Indonesia (2007)
2. S2. Pendidikan Bahasa Inggris, Universitas Negeri Semarang
(2014)
3. Advanced Specialist in Language Assessment, RELC
Singapore (2018)

Tidak ada

1. Draw Me a Proverb: Enhancing Writing Skills through
Wisdom (2017)
2. I Whatsapp an Iguana: An Attempt to Apply Ubiquitous
Learning (2017)
3. TicTacToe: Tell Me What Did You Do (2017)
4. Like Mentor Like Mentee: How the Perception Correlates to
Teaching Performance (2018)

Proil Penelaah
Nama Lengkap : Windy Hastasasi

Email : windy.hastasasi@cikal.co.id/
windy2608@gmail.com
Instansi : Sekolah Cikal Cilandak
Alamat Instansi : Jl. TB Simatupang
Kav 18, Cilandak,
Jakarta Selatan 12430
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir):

1. 20202022 : Kementerian Pendidikan, Kebudayaaan,
Riset, dan Teknologi
Penyusun Revisi Panduan Kurikulum
Operasional di Satuan Pendidikan
(Maret 2022 Saat ini)
Penelaah Buku (Maret 2021 Saat ini)
Penyusun Standar Isi
(Oktober 2021 Januari 2022)
Penelaah Alur Tujuan Pembelajaran dan
Modul Ajar (Februari Desember 2020)
Penyusun Capaian Pembelajaran
(Februari Desember 2020)
2. 20212022 : Mentor Praktik Kerja Lapangan
Program Magang Kampus Merdeka,
Kemendikbudristek (Agustus 2021Januari
2022)

3. 2011sekarang : Sekolah Cikal Cilandak
(posisi saat ini: Kepala Sekolah)
4. 20082011 : BINUS School Simprug
(posisi terakhir: Associate Teacher)
Riwayat Pendidikan dan Tahun Belajar:

1. 20092012 Universitas Pelita Harapan S2 Manajemen
Pendidikan
2. 19992003 Universitas Katolik Atma Jaya S1 FKIP Bahasa
Inggris
Judul Buku dan Tahun Terbit (10 Tahun Terakhir):

1. Judul buku : Fun Learning: Aktivitas Cerdas 5 in 1
Nama pena : Anindya Gayatri
Penerbit : Wahyu Media Terbit : 6 Juni 2017
2. Judul buku : Kinder School: Belajar Menulis Huruf & Kosakata
Nama pena : Anindya Gayatri
Penerbit : Wahyu Media
Terbit : 2015
3. Judul buku : Kreatif Bahasa Inggris SD/MI
Penulis buku : Tim Tunas Karya Guru
Penerbit : Penerbit Duta
Terbit : 2014
Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir):

“Hubungan Antara Budaya Organisasi dan Kepemimpinan
Kepala Sekolah dengan Kepuasan Kerja Guru di Sekolah Dasar
Cikal Jakarta Selatan”, 2012

Nama Lengkap : Puti Almirsha Hamid, M.Pd.
Email : puti.hamid@cikal.co.id
Instansi : Sekolah Cikal
Alamat Instansi : Jl. Lebak Bulus I,
Jakarta Selatan
Bidang Keahlian : Akademik dan Kurikulum

1. Sekolah Cikal
2. Yayasan Guru Belajar
3. Pendidikan Guru Penggerak

1. Kesejahteraan Sosial, FISIP – Universitas Indonesia,
2001 2006
2. Magister Teknologi Pendidikan – Universitas Pelita Harapan,
2017 2020

1. Memanusiakan Hubungan – Editor, 2018
2. Merdeka Belajar di Ruang Kelas – Penulis, 2017
Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir):

1. Interdisciplinary Learning of English Literature, Visual Arts
and Music to Develop Students’ Understanding of Symbolism
Through Interdisciplinary Project – 2020

Proil Ilustrator
Nama Lengkap : M Rizal Abdi

Email : kotakpesandarimu@gmail.com
Bidang Keahlian : Editorial Desain dan Ilustrasi
Riwayat Pekerjaan/Profesi
(10 Tahun Terakhir):
1. Desainer. Hocuspocus Rekavasthu (20062012)
2. Desainer editorial dan ilustrator beberapa penerbit indie di
Yogyakarta dan Jakarta (2015sekarang)
3. Staf Pendidikan Publik, Center for Religious and Crosscultural
Studies (CRCS). Sekolah Pascasarjana UGM (2021sekarang)
Riwayat Pendidikan Tinggi dan Tahun Belajar:

1. S1Ilmu Komunikasi, Fisipol, UGM (2004)
2. S2Center for Religious and Crosscultural Studies (CRCS).
Sekolah Pascasarjana UGM (2015)
Buku yang Pernah Dibuat Ilustrasi dan Tahun Terbit

1. CoDesigning Sustainable, Just, and Smart Urban Living: A
Monograph, 20192021. Indonesian Consortium for Religious
Studies (2022)
2. Buku Siswa dan Buku Panduan Guru Sejarah; Antropologi
SMA Kelas XI. Pusat Perbukuan; Badan Standar, Kurikulum,
dan Asesmen Pendidikan; Kementerian Pendidikan, Riset,
dan Teknologi (2020)
3. The Possibilities for Interreligious Dialogues on Ecology in
Indonesia. CRCS UGM (2021)

4. Agama, Pelestarian Lingkungan, dan Pemulihan Ekosistem
Gambut. Indonesian Consortium for Religious Studies (2021)
5. Agama, Sains, dan Pendidikan. Indonesian Consortium for
Religious Studies (2021)
6. Ama Jurubasa: Hayat dan Karya Penerjemah Sunda dan
Patih Sukabumi, Raden Kartawinata. Pusat Digitalisasi
Pengembangan Budaya Sunda Universitas Padjajaran (2021)
7. Buku Siswa dan Buku Panduan Guru Ilmu Pengetahuan Sosial
SMP Kelas VII,VIII,IX dan SMA kelas X. Pusat Perbukuan; Badan
Standar, Kurikulum, dan Asesmen Pendidikan; Kementerian
Pendidikan, Riset, dan Teknologi (2020)
8. UGM Kampus Inklusif. Universitas Gadjah Mada (2020)
9. Buku Cerita Rakyat Kabupaten Taliabu. Dinas Pendidikan dan
Kebudayaan, Kabupaten Taliabu dan Universitas Khairun,
Ternate (2019)
10. Kelakuan Orang Kaya. Puthut EA. Buku Mojok (2019)
11. Hitam Putih Kerajaan Demak. Araska Media (2019)
12. Burmese Days. George Orwell. MataAngin (2019)
13. 9 Bulan, Menjalani Persalinan yang Sehat. Gramedia Pustaka
Utama (2019)
14. Menjadi Benih Perlawanan Rakyat. Djaman Baroe (2019)
15. Gus Dur on Religion, Democracy, and Peace. Abdurrahman
Wahid. Yayasan LKiS, INFID, dan Gading (2018)
16. Anak Kolong di Kaki Gunung Slamet. Yan Lubis. Penerbit Obor
(2018)
17. Wayang and Gamelan. Sumarsam. International Gamelan
Festival (2018)
18. Dibuat Penuh Cinta, Dibuai Penuh Harap. Gramedia Pustaka
Utama (2016)

Nama lengkap : Nurman
Email : kabizaku.inhouse@gmail.com
Bidang Keahlian : ilustrator dan animator
1. Animik Studio Bandung
2. Icon Studio Bandung
3. CAB Animation Bandung
4. Duta Animation Jakarta
5. Mizan Publishing Bandung
6. Millenium Animation Jakarta

1. SMA Negeri 9 Bandung

1. Seri Cerita Balita (Mizan)
2. Seri Cerita Anak Islam Bilingual (Duta)
3. Seri Binatang Laut (Mitra Edukasi)
4. 365 Aktivitas Anak Cerdas (Bintang Indonesia)
5. 365 Aktivitas Anak Muslim
6. Komik Pahlawan Dunia (Animik World)
7. Komik Seri 25 Cerita Nabi dan Rasul (Mizan)
8. 365 Aktivitas Anak Muslim (Mizan)
9. Seri Komik Riko (Sygma)
10. Seri Buku2 Anak Luar Negeri Amerika, Malaysia, Singapore.

Proil Editor
Nama Lengkap : MA. Czarina Gemzon Espiritu

Email : czarina@mis.sch.id
Instansi : Mentari Intercultural School
BintaroElementary
Alamat Instansi : Jl. Perigi Baru no.6, Pondok
Aren Tangerang Selatan 15428,
Banten Indonesia
Bidang Keahlian : English Writing and Communication;
Curriculum and Instruction in Special
Education

1. Schola Integrated School, Manila Philippines School Directress,
Special Education Teacher (20122014)
2. Miriam College, Manila Philippines Miriam College Spirituality
Oice - Part Time Program Assistant (2014-2015)
3. Mentari Intercultural School Bintaro Elementary English and
Social Studies Teacher (20152019), English Coordinator (2019
2020), Upper Primary Principal (20202021), Lower Primary
Principal (2021present)

1. Miriam College 19921996 Bachelor of Science Major in
Behavioral Science
2. Miriam College - 1996-1998 Certiicate Course for Professional
Teaching
3. St. Joseph’s College of Quezon City 20132015 Master of Arts
in Education Major in Special Education

1. Holy Heroes “Called to be Saints. Sent Forth as Heroes''
Facilvitator’s Manual (2013) Formation Program for the
Year of the Laity, Catholic
Bishops Conference of the Philippines and Episcopal
Commission on the Laity (ECLA)

Proil Desainer
Nama Lengkap : Imee Amiatun

Email : imeealma@gmail.com
Bidang Keahlian : Layout/Seting
1. Freelance layout s/d sekarang
2. Layouter PT Sarana Panca Karya Nusa (20042009, 2015)
3. Layouter PT Graindo Media Pratama (2017, 2019)
Riwayat Pendidikan dan Tahun Belajar

1. Manajemen Informatika - D3 “STMIK AMIKBANDUNG” (2000)

1. Buku Panduan Guru Matematika Kelas XII, Pusbuk BSKAP
Kemdikbud (2021)
2. Buku Siswa dan Buku Guru Kimia Kelas XII (lisensi), Pusbuk
BSKAP Kemdikbud (2021)
3. Buku Panduan Guru Matematika Kelas IV, Pusbuk BSKAP
Kemdikbud (2020)
4. Kumpulan Soal dan Pembahasan UN Fisika SMA, PT Bhuana
Ilmu Populer (2021)
5. Mengenal Manfaat Sukun, Manggis, dan Sirsak, PT Bhuana
Ilmu Populer (2021)
6. Buku Teks Bahasa Arab Kelas I-IV SD, PT Graindo Media
Pratama (2019)
7. Buku Teks IPS Kelas VII & IX, AsSyifa Learning Center (2019)
8. Ringkasan Materi dan Latihan Soal Matematika Kelas IX SMP/
MTs, Bhuana Ilmu Populer (2019)
9. Buku Teks IPS Kelas VII, PT Graindo Media Pratama (2018)

Bahasa Inggris BS KLS X

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KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI

BADAN STANDAR, KURIKULUM, DAN ASESMEN PENDIDIKAN

Budi Hermawan, Dwi Haryanti, dan Nining Suryaningsih

Bahasa Inggris: Work in Progress untuk SMA/SMK/MA Kelas X

Cetakan Pertama, 2022

Pusat Perbukuan; Badan Standar, Kurikulum, dan Asesmen

Jakarta, Juni 2022

The COVID-19 pandemic has signiicantly changed almost all

Bandung, 10 March 2022

Kata Pengantar .................................................................................. iii

Semester 1 Theme: Sports

Semester 2 Theme: Art

Picture 1.1 Silhouette of a basketball player ............................. 5

Describing Physical Adjectives,

Telling a sport Qualities and Past simple,

Giving tips to Life style present

Graiti Noun, verbs,

A. Name of the chapter

The chapter is tagged Chapter

One, Chapter Two, Chapter REPUBLIK INDONESIA, 2022

Three, Chapter Four, Chapter 1

B. Topic of the Chapter an athlete great?

Below the name of the

for you. They are adjusted to

4 Bahasa Inggris Work in Progress untuk SMA/SMK/MA Kelas X

Questions to Think About D. Questions to Think About

Picture 1.1 Silhouette of a basketball player E. Tasks

This section presents materials

Chapter 1 Great Athletes 5

Q: Mention two facts about Cristiano Ronaldo that you believe

Q: What information did you have/put in the paragraph to

20 Bahasa Inggris Work in Progress untuk SMA/SMK/MA Kelas X

Q: Write two sentences that you used in your paragraph when

Q: Write two sentences that you used in your paragraph when

Individual Project: What makes a great athlete?

measure your knowledge Steps:

presented and discussed in complete your version of a good athlete.

the chapter. The assessment National Achievement Good

requires you to work either Beliefs/

individually or in groups to Personal

design, complete and present a Social

project to mark. History

Picture 1.8 Mind map of the traits of a great athlete

22 Bahasa Inggris Work in Progress untuk SMA/SMK/MA Kelas X

Chapter 1 Great Athletes 27

C h ap t e r 3 Sports and Health

In each chapter there are various tasks for

After learning the materials in this chapter you are expected

Descriptive text is a text that explains and describes a

4 Bahasa Inggris: Work in Progress untuk SMA/SMK/MA Kelas X

A Look and Discuss

Picture 1.1 Silhouette of a basketball player

Look at the pictures below. Do you know them?

Chapter 1 Great Athletes 5

6 Bahasa Inggris: Work in Progress untuk SMA/SMK/MA Kelas X

perseverance and determination

A Listen and Check

No. Statements True False

Chapter 1 Great Athletes 7

C Listen and Circle

beardless playing brown live

8 Bahasa Inggris: Work in Progress untuk SMA/SMK/MA Kelas X

Research about your favorite athlete. Write your description

Achievements NBA Most Valuable Player